TM A world-class program based on top-performing 3A Singapore, Republic of Korea and Hong Kong Coursework Manual Philippine Edition
TM A world-class program based on top-performing 3A Singapore, Republic of Korea and Hong Kong Coursework Manual Scholastic Philippine Edition
Scholastic © 2017 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. For information regarding permission, write to: Scholastic Education International (Singapore) Pte Ltd 81 Ubi Avenue 4, #02-28 UB.ONE, Singapore 408830 Email: [email protected] For sales enquiries, write to: Scholastic Philippines Penthouse 1, Prestige Tower, F. Ortigas Jr. Road, Ortigas Center, Pasig City 1605 Email: [email protected] Phone: (+632) 944-7323 Visit our website: www.scholastic.com.sg Coursework Manual 3A (Philippine Edition) First edition 2017 ISBN 978-981-47-6953-2
Contents About TM T5 T1T46 Mathematics (Philippine Edition) T23 Introduction to Print-based Program 1 Introduction to Blended Learning Program 3 Developmental Continuum 3 8 Chapter 1 Numbers 0 to 10 000 Scholastic 11 Scheme of Work 12 Chapter Overview and Note for Teachers 15 Lesson 1 Thousands, Hundreds, Tens and Ones 15 Lesson 2 Number Patterns 17 Chapter Wrap-up 25 37 Chapter 2 Addition and Subtraction 39 39 Scheme of Work Chapter Overview and Note for Teachers 40 Lesson 1 Sum and Difference 44 Lesson 2 Adding Ones, Tens, Hundreds and Thousands 44 Lesson 3 Subtracting Ones, Tens, Hundreds and Thousands 61 Lesson 4 Problem Solving 64 Chapter Wrap-up 71 75 Review 1 76 Chapter 3 Multiplication and Division 81 81 Scheme of Work 87 Chapter Overview and Note for Teachers 92 Lesson 1 Multiplying Ones, Tens and Hundreds 96 Lesson 2 Quotient and Remainder 101 Lesson 3 Dividing Hundreds, Tens and Ones 103 Lesson 4 Problem Solving 103 Chapter Wrap-up Chapter 4 Multiplication Tables of 6, 7, 8 and 9 Scheme of Work Chapter Overview and Note for Teachers Lesson 1 Multiplying and Dividing by 6 Lesson 2 Multiplying and Dividing by 7 Lesson 3 Multiplying and Dividing by 8 Lesson 4 Multiplying and Dividing by 9 Lesson 5 Problem Solving Chapter Wrap-up Review 2 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Chapter 5 Ordinal Numbers Scholastic 104 105 Scheme of Work 105 Chapters Overview and Note for Teachers 105 Lesson 1 Ordinal Numbers Chapter Wrap-up 106 109 Chapter 6 Money 109 112 Scheme of Work 118 Chapter Overview and Note for Teachers 125 Lesson 1 The Thousand-Peso Bill 127 Lesson 2 Adding Amounts of Money Lesson 3 Subtracting Amounts of Money 128 Lesson 4 Problem Solving 131 Chapter Wrap-up 131 135 Chapter 7 Mental Math 140 143 Scheme of Work 145 Chapter Overview and Note for Teachers Lesson 1 Mental Addition 146 Lesson 2 Mental Subtraction 148 Lesson 3 Mental Multiplication 148 Lesson 4 Mental Division 149 Chapter Wrap-up 153 153 Chapter 8 Graphs 154 Scheme of Work 155 Chapter Overview and Note for Teachers 169 Lesson 1 Block Graphs Lesson 2 Bar Graphs Lesson 3 Collecting and Presenting Data Chapter Wrap-up Review 3 Answers Teacher’s Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
About TM Mathematics (Philippine Edition) Welcome to Scholastic TM Mathematics (Philippine Edition). The pedagogical approach and instructional design of Scholastic TM Mathematics (Philippine Edition) are based on the innovative and effective teaching and learning practices of nations that are global top-performers in mathematics. The approach and instructional design are proven to be effective in developing conceptual mastery and procedural fluency, and are crafted to enable the teacher and student to evaluate learning and identify areas of remediation, if needed. The content in Scholastic TM Mathematics (Philippine Edition) is presented under five strands of mathematics across six years/grades: Numbers and Number Sense, Measurement, Geometry, Statistics and Probability, and Patterns and Algebra. This program has been carefully designed to meet the objectives of the Philippine Department of Education Mathematics Curriculum. There are two instructional pathways for Scholastic TM Mathematics (Philippine Edition): 1. Print-based Program: This program consists of two Coursework Books with their accompanying Coursework Manuals for each year/grade. Together, they form a complete curriculum that caters to teaching and learning needs in the classroom and at home. The Coursework Books contain material for active learning, guided practice and independent practice. The lesson plans in the Coursework Manuals provide teachers with complete guidance in class. Scholastic 2. Blended Learning Program: This program consists of two Coursework Books with their accompanying Coursework Manuals and an Interactive Edition for each year/grade. The Interactive Edition is a digital resource that contains material for active learning and guided practice. The Coursework Books complement the Interactive Edition and contain material for home revision and independent practice. The lesson plans in the Coursework Manuals provide teachers with complete guidance in class. Scholastic TM Mathematics (Philippine Edition) Coursework Manuals provide clear instruction for both instructional pathways. TM Mathematics Coursework Book and Coursework Manual (Philippine Edition) TM Mathematics Interactive Edition T5 For users of the Print-based Program, go to p. T6. For users of the Blended Learning Program, go to p. T14. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2
Print-based Program T6 Instructional Design Scholastic TM Mathematics (Philippine Edition) is designed on a pedagogical model that ensures teaching and learning are effective, measurable and diagnostic. Each chapter of the Coursework Book involves three phases of learning: readiness, engagement and mastery. A simple model of the instructional design is presented below. ScPhase 1: Readiness Phase 2: Engageme Phase 3: Mas hLet's Remember Learn Practice tery nt oLet’s Remember ChapterWrap-up Review loffers an © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 aopportunity for Learn introduces new Chapter Wrap-up Reviews at the end of the provide systematic recall concepts and builds chapter summarizes summative on concepts and skills the key learning assessment sand assessment of learned previously. points of the and chapter. consolidation prior knowledge Practice after each of concepts in preparation for Learn provides and skills learned across ticnew learning. opportunities for various topics. formative and independent practice. Using the Coursework Manual • answers for tasks, with worked solutions for all word problems • photocopiables for class activities This Coursework Manual includes: • Developmental Continuum for all six years/grades • detailed Scheme of Work • lesson plans
Plan Print-based Program The Developmental Continuum (pp. T23–T32) offers the overall plan for learning outcomes over the six-year course. Teachers can refer to this to understand the scope of teaching that takes Developmental Continuumplace at each year/grade. Coursework Manual Year/Grade 1 Year/Grade 2 Year/Grade 3 NUMBERS AND NUMBER SENSE Whole Numbers / Count within 100. Count within 1000. Read and write a number Place Value within 10 000 — the numeral and the corresponding number word. Read and write a number Read and write a number Use number notation and from 0 to 100 — the numeral from 0 to 1000 — the numeral place values (thousands, and the corresponding and the corresponding hundreds, tens, ones). number word. number word. The Scheme of Work preceCdouinngt oneaancd hbacckhwaarpdster isUdseensuimgbneer ndottaotioan assnidst in pCloamnpnariengandthoerdecr urriculum for the entire year and to prepwaithrien 1f0o0.r teaching indivtpeildancsu,eoavnalelcsu)e.hsa(hpuntderresd.s, numbers within 10 000. Coursework Manual Use number notation and Compare and order Each bo1Fi0on,dk10tsh0peoanr un1m0s0b10emsrewomrheicethhsaitsne1r, place values (tens, ones). numbers within 1000. compris(ionrglesas bthoanu)ta9g0ivheon urs of instructionunm. bTeerawcithhiner1s0 c00a0n. adjust TCSotrtahanladDp:uNratuetimornb:3e1:r4sAhan4d0ddmNiiuntmiEtoohbsbtnaeijmernaSca1etn0tnse0sdinetohaSbeujgenbrcuottmusr.pabecorftoifoefwnewr ithUfoRsreecgtohrmeopsuyamprisbiononglso‘f>n’ uamnistndhcbdee‘h<riosv’d.iodulurcaInadautelimolncebtnlinfaesydrssobs.adeardssa.aenndddoetvnheenthpeace of Scholastic Scheme of Work Compare the number of Find the number which is 1, Name a position using an objects in two or more sets. 10 or 100 more than (or less ordinal number from 1st to BletnhdeadnLe)aarninggivPreognranmumber within 1Pr0in0t-btha.sed Program Lesson Learning Outcomes Vocabulary Mate1ria0ls00. Resources Materials Resources Let’s • Add within 1000 wCithoomut pare and order Read wh•olCeB np.u41mbers w•ith1 icnopy of ILdete’s ntify and use the pattern Remember wrehgoroleupbianrgmaonddeulnsteouarmepparberste-enrst within 100. 1000 on a number line. RWeomrkeshmebeetor(Wf Sn3a.1)ming ordinal numbers (40 min) an addition situation per studenftrom 1st to 100th • Subtract within 1000 without rwehgoroleupbianrgmaonddeulFsteoinaredpparterhst-eentnumber which is Name a position using an Identify the position of an • iSanovsluvoeblvtianrag1c-stsuitoebnptrsawitcuota1triohdtinooapnarrnon1bd)l0eammgoivreenthnaunm(boer rless ordinal number from 1st to object from a given point of tuosereapcreosmenptaarissounbwtbraiatcrhtmiionond1e0l 0. 20th. reference. situation Make a number story to Identify and use the pattern Lesson 1: Addition with Regroupingillustrate a number bond for of naming ordinal numbers 6h Adding with • Add within 1000 w5ithto 10. • Base ten bflroockms 1st to• 2C0B tphp. 42–44 • Base ten blocks • CWB pp. 36–37 regrouping regrouping in ones • PB pp. 31–32 in ones Write a number bond for 5 • CWB pp. 36–37 Adding with • Add within 1000 wtoith 10. • CB pp. 45–47 • CWB pp. 38–39 regrouping regrouping in tens • PB pp. 33–34 in tens Name a position using an • CWB pp. 38–39 Adding with • Add within 1000 woitrhdinal number from 1st to • CB pp. 48–51 • CWB pp. 40–42 regrouping in ten1s a0ntdhoanens d position words. • PB pp. 35–39 regrouping • CWB pp. 40–42 in tens and A listing Aodfdooniteibsonje/cStuivbterascationnd Use picture cutouts (or other Observe and apply the Associate the terms ‘sum’ resources for each lesson mmaakneipsulativesK) etoyillmustarattheemaidtiecnatitly, commMutaattiveeriaanlsd list and ‘dRiffeerseonucerc’ weisthlist planning quick and easy. tahnedmsuebatnraincgtsiotoenf.ramdsdition associative properties of aredspdeiticoCtnivWaeBnly:d.Csuobutrsraecwtoiornk Book addition. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Make a number story Add or subtract within 1000. Add or subtract within for a given addition or Use a part-whole bar model 10 000. Each chapter begins with sNubotrtaectfioonrseTentaencche.ers. Thisotoriadrecpeorenmstepinfaiteriassonntahbdaedritmikoeondoyer lmathematical ideas of the chapter. subtraction situation. Coursework Manual Write a number sentence for Solve up to 2-step word Use a part-whole bar model a given situation involving problems involving adCwAddhithiadtpiiRtoiteoegnnr r3aonudpiSnugotsbourtrbaarcettricpoanorcemtsioepnnatsriaistuonaLLAneedaaatd•rnrbiindnionggAadwdnOdiutrhi.twctromiteihmoginero:1onu00pd0inowgeitrihnrleognreosup(CinWg Binpo.n3e6s) addition or subtraction. and subtraction. Note for Teachers Chapter Overview Materials: In this chapter, students will progress to addition Let’s Remember • Base ten blocks and subtraction of 3-digit numbers with Lesson 1: Addition with Regrouping regrouping. Students can draw part-whole or comparison bar models to help them solve Lesson 2: Subtraction with Regrouping Stage: Concrete Experience addition and subtraction word problems. Lesson 3: Problem Solving Begin by using base ten blocks to demonstrate the © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Note for Teachers addition of 426 and 146. This allows students to have In this chapter, students will progress to addition a concrete experience of the regrouping that takes © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 and subtraction of 3-digit numbers with regrouping. place in the ones place during the addition process. Students can draw part-whole or comparison bar It also reinforces the concept of addition as putting models to help them solve addition and subtraction together. Grouping the unit cubes together first, word problems. followed by the ten-rods and lastly the hundred- squares, introduces students to the process of adding the ones first, followed by the tens and lastly the Recall Prior Knowledge hundreds. v Blended Learning Programv – Distribute base ten blocks to students and have T7 them follow each step of your demonstration. From PR1ME Mathematics Interactive Edition: Let’s Remember (CB p. 41) – Use 4 hundred-squares, 2 ten-rods and 6 unit Assign the tasks to students as classwork to cubes to represent 426. Use 1 hundred-square, identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit cubes to represent 146. objectives and chapter references given for each task in the corresponding lesson notes to address T23– Group the unit cubes together. Have students remediation needs. see that there are 12 unit cubes in all. Guide them to see that since 10 ones = 1 ten, we Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the unit cubes to form a ten-rod to each student. Have students attempt the worksheet and place it together with the rest of the ten- to help them recall these previously acquired related rods. Have students see that there are 2 unit knowledge: cubes left after the regrouping exercise. – Group the ten-rods together and have students • Add within 1000 without regrouping and use a part-whole bar model to represent an addition see that there are 7 ten-rods in all. situation (CWB 2A Chapter 2) – Group the hundred-squares together and have • Subtract within 1000 without regrouping and students see that there are 5 hundred-squares use a part-whole bar model to represent a in all. subtraction situation (CWB 2A Chapter 2) – Lead students to see that 5 hundred-squares, 7 ten-rods and 2 unit cubes represent 572. • Solve a 1-step word problem involving Hence, the sum of 426 and 146 is 572. subtraction and use a comparison bar model to represent a subtraction situation (CWB 2A Stage: Pictorial Representation Chapter 2) Follow up by relating the base ten blocks activity to the tables of the base ten blocks on CWB p. 36. This For answers, go to CW Manual p. 126. helps students to transit from concrete experience to pictorial representation. The first row of blocks in the Lesson 1: Addition with Regrouping table represents the augend, the second row of blocks represents the addend and the final row represents the Duration: 6 h sum. This presentation parallels the addition of numbers in vertical form. It aids the transition from pictorial representation to abstract representation later on. v Blended Learning Programv – Refer students to the table of the base ten blocks on CWB p. 36. Draw their attention to From PR1ME Mathematics Interactive Edition: the columns with the unit cubes and highlight Let’s Learn (CB pp. 42–43) the regrouping of the unit cubes. Relate it Go through the teaching examples with students for back to the combining of 10 unit cubes to concept development. Use the detailed lesson plan form a ten-rod. Show students the final number of unit cubes in the last row and reiterate that
Chapter Overview Materials: Let’s Remember • Base ten blocks Lesson 1: Addition with Regrouping Teach Lesson 2: Subtraction with Regrouping Stage: Concrete Experienc Lesson 3: Problem Solving Begin by using base ten blo addition of 426 and 146. Thi Print-based Program Note for Teachers Phase 1 Readiness In this chapter, students will progress to addition a concrete experience of t place in the ones place du and subtraction of 3-digit numbers with regrouping. Checking for Prior Knowledge Students can draw part-whole or comparison bar It also reinforces the conce together. Grouping the unit sintuLdeet’nsmwtsRooeraddemtplsrreiotsobmkhlebebmlepes.ftrohecrmeorsaorelvnceetalwyd,dcittieoonanaccnehdepsurtsbitsmraincattiroyonudsuecethsftdohqeelul.oaowrneeesd,sinfbirtysrtot,hdfoeulcltoeewnse-srtdouddbseyantnht Let’s Remember is a recall feature to identify If students are not able to answer the tasks objective of each task to identify gaps in their undeRrestcaanll dPriinogr Kanonwdlerdegfeer to the chapter referenchuendreds. for remediation. v Blended Learning Programv – Distribute base ten b them follow each st Coursework Manual From PR1ME Mathematics Interactive Edition: – Use 4 hundred-squa Chapter 3 Learn Let’s Remember (CB p. 41) cubes to represent 4 Addition and Subtraction Adding with regrouping in ones (CWB p. 36) Assign the tasks to students as classwork to 4 ten-rods and 6 uni with Regrouping identify gaps in students’ understanding. Use the – Group the unit cube Learning Outcome: objectives and chapter references given for each see that there are 1 Chapter Overview • Add within 1000 with regrouping in ones task in the corresponding lesson notes to address them to see that sin Let’s Remember remediation needs. combine 10 of the u Lesson 1: Addition with Regrouping Materials: and place it togeth Lesson 2: Subtraction with Regrouping • Base ten blocks Distribute a copy of Let’s Remember Worksheet (WS3.1) rods. Have students Lesson 3: Problem Solving to each student. Have students attempt the worksheet cubes left after the Stage: Concrete Experience to help them recall these previously acquired related – Group the ten-rods Note for Teachers Begin by using base ten blocks to demonstrate the knowledge: see that there are 7 In this chapter, students will progress to addition addition of 426 and 146. This allows students to have – Group the hundred and subtraction of 3-digit numbers with regrouping. a concrete experience of the regrouping that takes • Add within 1000 without regrouping and use a students see that th Students can draw part-whole or comparison bar place in the ones place during the addition process. part-whole bar model to represent an addition in all. models to help them solve addition and subtraction It also reinforces the concept of addition as putting situation (CWB 2A Chapter 2) – Lead students to see word problems. together. Grouping the unit cubes together first, 7 ten-rods and 2 uni followed by the ten-rods and lastly the hundred- • Subtract within 1000 without regrouping and Hence, the sum of 4 Recall Prior Knowledge squares, introduces students to the process of adding use a part-whole bar model to represent a the ones first, followed by the tens and lastly the subtraction situation (CWB 2A Chapter 2) Stage: Pictorial Representa hundreds. Follow up by relating the ba • Solve a 1-step word problem involving the tables of the base ten b v Blended Learning Programv – Distribute base ten blocks to students and have subtraction and use a comparison bar model helps students to transit from them follow each step of your demonstration. to represent a subtraction situation (CWB 2A pictorial representation. The From PR1ME Mathematics Interactive Edition: Chapter 2) table represents the augen Let’s Remember (CB p. 41) – Use 4 hundred-squares, 2 ten-rods and 6 unit represents the addend and Assign the tasks to students as classwork to cubes to represent 426. Use 1 hundred-square, For answers, go to CW Manual p. 126. sum. This presentation para identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit cubes to represent 146. in vertical form. It aids the tr objectives and chapter references given for each Lesson 1: Addition with Regrouping representation to abstract r task in the corresponding lesson notes to address – Group the unit cubes together. Have students remediation needs. see that there are 12 unit cubes in all. Guide Duration: 6 h them to see that since 10 ones = 1 ten, weScholastic Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the unit cubes to form a ten-rod to each student. Have students attempt the worksheet and place it together with the rest of the ten- to help them recall these previously acquired related rods. Have students see that there are 2 unit knowledge: cubes left after the regrouping exercise. • Add within 1000 without regrouping and use a – Group the ten-rods together and have students part-whole bar model to represent an addition see that there are 7 ten-rods in all. situation (CWB 2A Chapter 2) – Group the hundred-squares together and have • Subtract within 1000 without regrouping and students see that there are 5 hundred-squares use a part-whole bar model to represent a in all. subtraction situation (CWB 2A Chapter 2) – Lead students to see that 5 hundred-squares, • Solve a 1-step word problem involving 7 ten-rods and 2 unit cubes represent 572. subtraction and use a comparison bar model Hence, the sum of 426 and 146 is 572. to represent a subtraction situation (CWB 2A Chapter 2) Stage: Pictorial Representation Follow up by relating the base ten blocks activity to For answers, go to CW Manual p. 126. the tables of the base ten blocks on CWB p. 36. This helps students to transit from concrete experience to Lesson 1: Addition with Regrouping pictorial representation. The first row of blocks in the table represents the augend, the second row of blocks Duration: 6 h represents the addend and the final row represents the sum. This presentation parallels the addition of numbers v Blended Learning Programv in vertical form. It aids the transition from pictorial representation to abstract representation later on. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 42–43) – Refer students to the table of the base ten Go through the teaching examples with students for blocks on CWB p. 36. Draw their attention to concept development. Use the detailed lesson plan the columns with the unit cubes and highlight given in the corresponding lesson notes to carry out the regrouping of the unit cubes. Relate it the teaching. back to the combining of 10 unit cubes to form a ten-rod. Show students the final number of unit cubes in the last row and reiterate that after regrouping the ones, there are 2 ones left. 30 Chapter 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 v Blended Learning Programv – Refer students to th blocks on CWB p. 3 Coursework Manual From PR1ME Mathematics Interactive Edition: the columns with th WS3.1 Let’s Remember Worksheet Let’s Learn (CB pp. 42–43) the regrouping of th Go through the teaching examples with students for back to the combin concept development. Use the detailed lesson plan form a ten-rod. Sho given in the corresponding lesson notes to carry out of unit cubes in the the teaching. after regrouping the left. 1. Add 123 and 326. 326 123 123 + 326 = ? First, add the ones. 123 +326 30 Chapter 3 © 2017 Scholastic Education In 2. Subtract 435 from 947. 947 435 ? First, subtract 947 – 435 = the ones. 947 –435 3. Joe collects 99 baseball cards. Shelly collects 15 fewer baseball cards than Joe. How many baseball cards does Shelly collect? 99 99 Joe –15 Shelly ? 15 Shelly collects baseball cards. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Teacher's Resources 143 T8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Phase 2 Engagement Print-based Program Teaching Concepts and Skills –– Developing Conceptual Understanding Each chapter is taught over several lessons, with each lesson focusing on a concept or part of it. The lesson is designed with a two-part structure of concept introduction, and guided with practice and formative assessment. Each concept is taught using the three-stage Concrete-Pictorial-Abstract approach to develop deep conceptual understanding. Coursework Book Addition and Subtraction with Regrouping Lesson 1 Addition with Regrouping Learning Outcomes: • Add within 1000 with regrouping in the ones and tens places • Solve 1-step word problems Adding with regrouping in ones Learn Add 426 and 146. 426 146 572 1 Add the ones. 2 Add the tens. 3 Add the hundreds. H TO H TO H TO 1 1 1 42 6 42 6 42 6 +1 4 6 +1 4 6 +1 4 6 2 72 5 72 6 ones + 6 ones = 12 ones 10 ones = 1 ten 12 ones = 1 ten 2 ones We regroup 12 ones into 1 ten 2 ones. Begin a lesson by walking students through the ‘Learning Outcomes’ list to encourage self-directed learning. Scholastic 426 + 146 = 572 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 Coursework Manual Chapter 3 Learn – Next, have students look at the columns with v Blended Learning Pro Adding with regrouping in ones (CWB p. 36) the ten-rods. Relate it back to the grouping of Stage: ConcreAtdedEitxiopnearniednScuebtraction the ten-rods. Reiterate that there are 7 tens in From PR1ME Mathemat Start Learn witwhitah Rheagnrodusp-oinng Learning Outcome: all. Let’s Do (CB p. 44) • Add within 1000 with regrouping in ones Assign the tasks to stud activity. This is tChheaptceroOnvecrvireewte – Lastly, have them look at the columns with formative assessment. U learning journey.Let’s Remember Materials: the hundred-squares. Relate it back to the notes to identify the ob stage of the Lesson 1: Addition with Regrouping • Base ten blocks grouping of the hundred-squares. Reiterate address remediation ne be required to workLesson 2: Subtraction with Regrouping that there are 5 hundreds in all. Students may Stage: Concrete Experience Exercise 1 (PB pp. 31–32 Lesson 3: Problem Solving Begin by using base ten blocks to demonstrate the Stage: Abstract Representation Assign the tasks to stud addition of 426 and 146. This allows students to have Lastly, present the addition in vertical form. Having formative assessment. U ainrdeiveidnucaolulyraogr eiINnndothtgeistfcroohoraTupvetaeepcr,rhssbte.urdsaTeenlitaszwecill phtrhoegerresss to addition a concrete experience of the regrouping that takes gone through the previous stages, students will notes to identify the ob content in the speech bubblesand subtraction of 3-digit numbers with regrouping. place in the ones place during the addition process. see how the algorithm relates to the pictorial address remediation ne Students can draw part-whole or comparison bar It also reinforces the concept of addition as putting representation. This association is important as it helps in the CoursewmwooordrdkeplsrBotobohleemolpsk.thetmosoglveuaidddeition and subtraction together. Grouping the unit cubes together first, students to visualize the addition. It allows them to From PR1ME Mathemat followed by the ten-rods and lastly the hundred- understand and interpret the vertical form, especially Coursework Book Pract students’ thougRehcatllpPrrioor Kcneowslsedegse. squares, introduces students to the process of adding the writing of digits above the augend in the vertical Assign all tasks to stude the ones first, followed by the tens and lastly the form when regrouping occurs. This is an anchor for following notes to ident hundreds. learning addition with regrouping in other place task and address reme values, as well as more advanced forms of regrouping v Blended Learning Programv – Distribute base ten blocks to students and have that involve more than one place value. The three- Practice 1 (CWB p. 3 them follow each step of your demonstration. step approach (add the ones, then the tens and lastly From PR1ME Mathematics Interactive Edition: the hundreds) guides students to add systematically, Class practice (For Prin – Use 4 hundred-squares, 2 ten-rods and 6 unit reducing the likelihood of careless mistakes when they Let’s Remember (CB p. 41) cubes to represent 426. Use 1 hundred-square, are performing the addition in vertical form. Task 1 requires students 4 ten-rods and 6 unit cubes to represent 146. a 1-digit, 2-digit or 3-dig Assign the tasks to students as classwork to – Write the vertical form of ‘426 + 146’ on the ones. The place values – Group the unit cubes together. Have students board. First, guide students to add the ones. form of addition to guid Stage: Pictorial Representationidentify gaps in students’ understanding. Use the see that there are 12 unit cubes in all. Guide Have them look at the digits in the ones place objectives and chapter references given for each them to see that since 10 ones = 1 ten, we in the vertical form of addition. Students should Remediation combine 10 of the unit cubes to form a ten-rod be able to state that 6 ones + 6 ones = 12 ones. Task 1(a): Reteach add In the pictorial stage, task in the corresponding lesson notes to address and place it together with the rest of the ten- a 2-digit number with re guide studentsretmoedriaetiopn rneeesdes. nt rods. Have students see that there are 2 unit – Reiterate that 12 ones can be regrouped into through Task 1(a). High cubes left after the regrouping exercise. 1 ten 2 ones. Relate the regrouping back to 10 ones, which can be mathematical Didistriebuatesa cvoipsyuoaf Lellty’s .Remember Worksheet (WS3.1) the pictorial representation on the page. Have 1 ten + 5 tens = 6 tens. T Ensure that each student hasto each student. Have students attempt the worksheet – Group the ten-rods together and have students students look at the columns with the unit see that there are 7 ten-rods in all. cubes. Write the addition of the ones in the Task 1(b): Reteach add to help them recall these previously acquired related vertical form of addition on the board. 2-digit number with reg progressed sucknco•ewlesdAsgfdeud: wlliythinto1000thwiitshout regrouping and use a – Group the hundred-squares together and have through Task 1(b). High introducing abstractpart-whole bar model to represent an addition students see that there are 5 hundred-squares – Then, guide students to add the tens by having = 14 ones, which can b stage before situation (CWB 2A Chapter 2) in all. them look at the digits in the tens place in the 1 ten + 4 tens + 3 tens = This middle stage• Subtract within 1000 without regrouping and vertical form of addition. Again, relate 1 ten 684. representation. use a part-whole bar model to represent a – Lead students to see that 5 hundred-squares, + 2 tens + 4 tens = 7 tens back to the pictorial 7 ten-rods and 2 unit cubes represent 572. representation by having students look at the Task 1(c): Reteach add is a crucial link between thesubtraction situation (CWB 2A Chapter 2) Hence, the sum of 426 and 146 is 572. columns with the ten-rods. Write the addition 3-digit number with reg • Solve a 1-step word problem involving of the tens in the vertical form of addition on numbers e.g. 119 + 123 concrete experience and thesubtraction and use a comparison bar model Stage: Pictorial Representation the board. Highlight that 4 ones + to represent a subtraction situation (CWB 2A Follow up by relating the base ten blocks activity to regrouped into 1 ten 2 the tables of the base ten blocks on CWB p. 36. This – Finally, guide students to add the hundreds by 4 hundreds + 1 hundred abstract representaChtaipotenr 2)and serves helps students to transit from concrete experience to having them look at the digits in the hundreds 404 + 168 = 572. pictorial representation. The first row of blocks in the place in the vertical form of addition. Again, to build a solidFofor aunswnedrs,agottiooCnW.Manual p. 126. table represents the augend, the second row of blocks relate 4 hundreds + 1 hundred = 5 hundreds Teaching tips represents the addend and the final row represents the back to the pictorial representation by having Task 1 Lesson 1: Addition with Regrouping sum. This presentation parallels the addition of numbers students look at the columns with the hundred- in vertical form. It aids the transition from pictorial squares. Write the addition of the hundreds in ¾ When reteachin Duration: 6 h representation to abstract representation later on. the vertical form of addition on the board. as the example base ten blocks Stage: Abstracvt BRlenedpedrLeeasrneinng Ptraogtraiomvn – Refer students to the table of the base ten – To conclude, write the addition sentence regrouping. The Once conceptual From PR1ME Mathematics Interactive Edition: blocks on CWB p. 36. Draw their attention to ‘426 + 146 = 572’ on the board. vertical form. the columns with the unit cubes and highlight Let’s Learn (CB pp. 42–43) the regrouping of the unit cubes. Relate it – Reiterate that we add the ones first, followed back to the combining of 10 unit cubes to by the tens, then the hundreds. understanding is developed,Go through the teaching examples with students for form a ten-rod. Show students the final number concept development. Use the detailed lesson plan of unit cubes in the last row and reiterate that after regrouping the ones, there are 2 ones progress to thetghiaveetnbeainsctthhrienagc.ocrretspsotnadigngeles.son notes to carry out left. The concept or skill is represented using only numbers and mathematical symbols. 30 Chapter 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T9
Teaching Concepts and Skills — Formative Assessment Print-based Program There are opportunities for formative assessment within each lesson. Practice tasks in the Coursework Book reinforce students’ learning through guided and systematically varied tasks. – Next, have students look at the columns with the ten-rods. Relate it back to the grouping of When necessary, refer to the teaching tips in the Coursework Manual to address remediationthe ten-rods. Reiterate that there are 7 tens in all. needs. – Lastly, have them look at the columns with the hundred-squares. Relate it back to the grouping of the hundred-squares. Reiterate that there are 5 hundreds in all. v Blended Learning Programv From PR1ME Mathematics Interactive Edition: Let’s Do (CB p. 44) Assign the tasks to students as classwork for formative assessment. Use the corresponding lesson notes to identify the objectives of each task and address remediation needs. The icon indicates class Stage: Abstract Representation Exercise 1 (PB pp. 31–32) practice. After a concept is taught Lastly, present the addition in vertical form. Having Assign the tasks to students as classwork for further in Learn, go through related gone through the previous stages, students will formative assessment. Use the corresponding lesson Practice tasks as class practice. notes to identify the objectives of each task and Discuss students’ responses and− Next, have students look at the columns with rseeCperoehosuewrnsttaehtewioanol.gTrohkriisthBamsosoroeclkaiatteiosntoistihmeppoirctatonrtiaal s it helps address remediation needs. remediate if necessary.the ten-rods. Relate it back to the grouping of students to visualize the addition. It allows them to the ten-rods. Reiterate that there are 7 tens in all. understand and interpret the vertical form, especially From PR1ME Mathematics Coursework Book: − Lastly, have them look at the columns with the Coursework Book Practice 1 (CWB p. 31) hundred-squares. Relate it back to the ftohermwPwrrithainecgntoriecf gderiogs1uitspainbgoovcectuhres. augend in the vertical Assign all tasks to students as homework. Use the grouping of the hundred-squares. Reiterate This is an anchor for following notes to identify the skills needed for each that there are 5 hundreds in all. task and address remediation needs. lveaalurneins,gaas1d.wdeitlAlioadnsdmw.iothrereagdrvoaunpcinegdinfoormthseor fprleagcreouping Assign the rest of the tasks asStage: Abstract Representation homework for independent practice.Lastly, present the addition in vertical form. Having that involve more than one placeStvaartlubey. aThdeditnhgrethee- ones. step approach (add the ones, thReengtrhoeupteinf sneacnedsslaasrytl.y gone through the previous stages, students will see the hundreds) guides students to add systematically, how the algorithm relates to the pictorial Practice 1 (CWB p. 37) representation. This association is important as it helps vraeBrldeeunpcdeienrfgdortLmheeianlrgaink)eitnhlgiehoPaordoHddgoirtTaifomcOnavinrevleesrstimcaisltafbok)rems.whHenTthOey c) H T O students to visualize the addition. It allows them to understand and interpret the vertical form, especially FLAarideerssoemstsm’eingsestnDi––sdPfmyoRitah1tet(heMibibHRWnConeetoeatEnBr.atoiiavhttUMaspneebereksbde.rajestaetvl4.ehehtttchet4Foedeehite)trrsiomtessvvtm.ittchee,usc+aalatrgsodoattltiuooecir3tfc1rieokfnade2sertal5estmsIohpafntosanaoct73totrehesutmnhfresdc6daatcloeaicdoadnanfstnisgdgik‘tsnve4siwitletase2bitsooon6s+Eeinnsrddk+ao6.rtienSdaft1hooitgod4deunnrr6nddeoofto’:ohrseutneo+eerpn=mesnstesos16statdno2phstheiel4oiv3anosen.ctuo86eelds. Class practic4e (0Fo4r Print-based Program): the writing of digits above the augend in the vertical AfnEaoxodsrestmdiergcrasen–isttseiotsvher1ieedt1vscThtha(meeu2tutPeeaserbn.dBtesnsnipteeeckdi,pfisssna2ycgia.sApattmltuWotso.)otdfhiion3loedroresdiier1antntemoue.–so+ltk.n3d.srbttoeR2eUaheu1jfepe)esetdnealcrdatte3eahsdtsttnsideh.veade58teedssincttshiitctotcooaieoolnolautfanirrsomoeredseonnwgandsfrpcosotoththnhowrhuekenepittbtfahbdhoiotn)esoiernntkg+hanfpgeuaesbrasdr2lnbateigu.hndycsnee17stkioh.htr Hatne95oavivneg +168 form when regrouping occurs. This is an anchor for learning addition with regrouping in other place Task 1 requires students to add a 3-digit number and values, as well as more advanced forms of regrouping a 1-digit, 2-digit or 3-digit number, with regrouping in that involve more than one place value. The three-step ones. The place values are provided in the vertical approach (add the ones, then the tens and lastly the form of addition to guide students. hundreds) guides students to add systematically, reducing the likelihood of careless mistakes when they Remediation are performing the addition in vertical form. atThar2sok-du1cgig()hait)Tn:aRu+semkt341be(aea50rc)w.h66Hiatihgdhrdeliiggnhgrotauthp1ai-ndtg3iginoitnoneunsme+sb.7Tehorenanen,sdg=o 10 ones, which can be regrouped into 1 ten. 1 ten + 5 tens = 6 tens. Therefore, 353 + 7 = 360. them look at the digits in the tens place in the From PR1MveErtMicaatlhfeomrmaoticf sadCdoiutirosne.wAogrkaiBno, orekla: te 1 ten Coursewo+r3k2.BteonoAskd+Pd4ra.tcetnics e= 17 (tCenWsBbpa.c3k1t)o the pictorial Task 1(b): Reteach adding a 2-digit number and a Assign all rcnteaoopsltukreesmssteantoons)stwitadui4tetdih3one6nttnihfb+tyesyt5atheh5seanh=-vsorkionmildlgsesn.swteWuoedrridtkeee.nUdtthssfeelootraohekdeadacitthitohne 2-digit number with regrouping in ones. Then, go following b) 6=t7h1r+o4u6og1nh7eTs=a, wskh1ic(bh)c. Hainghbleighretgthroautp6eodniensto+ 8 ones ones. 1 ten 4 tCasok aunrdseaofdwtdhoreerstkserneMsminaetdhnieautviaoenrltinceael fdosr.m of addition on 1 ten + 4 tens + 3 tens = 8 tens. Therefore, 646 + 38 = the board. 684. – Finally, guide students to add the hundreds by Practiceha1vin(Cg WthBemp.lo3o1k) at the digits in the hundreds Task 1(c): Reteach adding a 3-digit number and a place in the vertical form of addition. Again, 3-digit number with regrouping in ones, using smaller Scholastic The objective of each task is stated− Write the vertical form of ‘426 + 146’ on the Class prarbcetaliaccteke(t4oFohtrhuPenrdipnritec-bdtoasrs+iae1ldrhePuprnoredgsrreeandmta=):t5iohnubnydhreadvsing numbers e.g. 119 + 123. Then, go through Task 1(c). board. First, guide students to add the ones. Highlight that 4 ones + 8 ones = 12 ones, which can be in the Coursework Manual, enablingHave them look at the digits in the ones place 1Ta-dskig1it,re2q-dstsuhqtiugieurdeiatvesoreenscrrttstu3s.i)cd-Wlodaeo3irlgnitf5koteits8arntmtth+outemhoa4eaf2dbad4dceddor=a,diltuwiio3tmii-ontdhnnoisgrofewittnghintrtehouhumehthpubbeinneodhgrauraerinndndd.dsreinadd-) regrouped into 1 ten 2 ones. 1 ten + 6 tens = 7 tens. in the vertical form of addition. Students should ones.–TheTpolaccoencvlaudluee,swarrietepthroeviaddedditiinonthseenvteernticceal 4 hundreds + 1 hundred = 5 hundreds. Therefore, form of ad‘4d2i6tio+n1t4o6 g=u5id72e’sotundtehentbs.oard. 244094 ++ 156386==572. teachers to check learning andbe able to state that 6 ones + 6 ones = 12 – Reiterate that we add the ones first, followed Teaching tips ones. Remediatbioynthe tens, then the hundreds. Task 1 address remediation needs.− Reiterate that 12 ones can be regrouped into Task 1(a): Reteach adding a 1-digit number and a 1 ten 2 ones. Relate the regrouping back to 2-digit number with regrouping in ones. Then, go ¾ When reteaching, follow the same procedure Answers are provided for all tasks.the pictorial representation on the page. Have through Task 1(a). Highlight that 3 ones + 7 ones = as the example in Learn (CWB p. 36). Use students look at the columns with the unit base ten blocks to introduce the concept of 10 ones, which can be regrouped into 1 ten. cubes. Write the addition of the ones in the regrouping. Then, continue with the addition in vertical form of addition on the board. 1 ten + 5 tens = 6 tens. Therefore, 353 + 7 = 360. vertical form. − Then, guide students to add the tens by having them look at the digits in the tens place Task 1(b): Reteach adding a 2-digit number and a 372-digit number with regrouping in ones. Then, go© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 in the vertical form of addition. Again, relate 1 through Task 1(b). Highlight that 6 ones + 8 ones = ten + 2 tens + 4 tens = 7 tens back to the 14 ones, which can be regrouped into 1 ten 4 ones. pictorial representation by having students look at the columns with the ten-rods. Write the 1 ten + 4 tens + 3 tens = 8 tens. Therefore, 646 + 38 = Task 9 requires students to solve a 1-step subtraction addition of the tens in the vertical form of 684.© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 word problem involving the part-Cwhaphteor 3le 3c1oncept. Distribute a copy of Mi addition on the board. student. Have them un Task 1(c): Reteach adding a 3-digit number and a This helps them to unde − Finally, guide students to add the hundreds by 3-digit number with regrouping in ones, using smaller For answers, go to CW Manual pp. 123–124. interpret it correctly. having them look at the digits in the hundreds numbers e.g. 119 + 123. Then, go through Task 1(c). 1. Understand the prob place in the vertical form of addition. Again, – Guide students relate 4 hundreds + 1 hundred = 5 hundWredSs2.2 CrHeigahtleighYtothuart O4 ownens W+ 8oorknessh=e1e2tones, which can be them to find th back to the pictorial representation by having regrouped into 1 ten 2 ones. 1 ten + 6 tens = 7 tens. the train. sTsthqtoueudcavoerenenrctsts.ilcuWloadorleitfkoe, awrtmthritethoeeaftadhcdedodilatuiiotdRSTmiohnhdenenopiotsnwiolfoaw,tnncshyitooteeshheluveht‘nerhmutbweentoohnodhreaecrurker’enwddcwd.oslreiretidnhadr‘p-lyfer.owb14ele6rh’8muin=n. dt5hr7ee2d.ws o+r1dhpurondbrleemd .= 5 hundreds. Therefore, 404 Tsotudaedndtrsedssisccuosms,mcoomn mmuisncicoanctee,pretioansos naannddejurrsotrifsyamnadthsetrmenagttichaelnidmeaasthaenmdautnicdael rtshtainnkdiningg, huasinvge− 2. Plan what to do. + v Blended Learning Programv – Point out to stu From PR1ME Mathematics Interactive backwards to s Teaching tips Edition: 3. Work out the Answe ‘426 + 146 = 572’ on the board. Think About It (CB p. 38) – Highlight to stu scenarios found in the Think About It feature.− Assign the task to students as classwork. Have them sequence of e Reiterate that we add thMe aodneasmfirSsitt,i fsoollldow2e45d floweTras syke1sterday. as shown on M by the tens, then the hunSdhreedsos.ld 32 more flowers todaØy thWahneynerseteterdaachy.ing, follow the same procedure diagram on the How many flowers did she sell todaas yth?e example in Learn (CWB p. 30). Use base complete the task in groups. Facilitate discussions – Explain to stude ten blocks to introduce the concept of backwards sta Coursework Manual regrouping. Then, continue with the addition inCuosuinrgsetwheorckoMrraenspuoanl ding lesson notes. passengers left vertical form. – Write ‘_____ + 1 students to see Have students form WS2.3 Think About It Worksheet Have students get into groups. Distribute a copy of from 788 to find Think About It Worksheet (WS2.3) to each group. Have before 156 pas groups to discuss Hari bought 15 marbles. Chapter 3 them discuss the question presented. Ask a student student work o the question. Ask a © 2015 Scholastic Education International (S) Pte LHtdisISBfNri9e78n-9d81-0g9-a049v9e-9 him 10 marbles. ? (whole) 27 from each group to present their answers before and conclude representative from How many marbles does Hari have altogether? proceeding with the questions below. on the train be 15 (part) 10 (part) 15 (part) – Write ‘_____ – 1 each group to present ? (whole) 10 (part) – What are Sam and Yen trying to find? (The total students to see number of marbles Hari has) to 632 to find th and justify the group’s the beginning. – How many marbles did Hari buy? (15) addition on the response. Sam Yen – How many marbles did his friend give him? (10) were 732 passe – How can we find the total? (Add) Lesson notes are Who has drawn the bar model correctly? Why? – Does Sam’s model show that we can find the total 4. Check if your answe provided to facilitate – Have students discussions and guide number of marbles by adding the parts? (Yes) passengers at t students to arrive at the – Does Yen’s model show that we can find the total through the wo correct conclusion. the number of number of marbles by adding the parts? (Yes) the train, respe Get students to see that we can draw either bar model – Lead students t to help us solve the problem. Conclude that both Sam number of pas and Yen have drawn the bar models correctly. the problem, th v Blended Learning Programv 140 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 From PR1ME Mathematics Interactive Edition: Mind stretcher (CB p. 40) Go through the problem with students. Use the detailed lesson plan given in the corresponding lesson notes to carry out the teaching. Learn Mind stretcher Learning Outcome: • Solve a non-routine problem on addition and subtraction within 1000 using the strategy of working backwards Reiterate the following – When we add Materials: same number. T10 • 1 copy of Mind stretcher (BM2.3) – We can add tw © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 and get the sa Overview – We can group This problem requires students to know the inverse – We can add o relationship between addition and subtraction. without regrou The strategy of working backwards is used in word – We can use a p
Teaching Concepts and Skills — Developing Processes and Strategies A problem solving lessonv at the end ofBlended Learning Programv the chapter consolidates learning. FocusTask 4 requires students to solve a 1-step word problem on both the Print-based Program involving subtraction by drawing a part-whole bar process and the strategFrioemsPR1rMeE qMauthiermeatdics to solveInteractive Edition: the promobdelel. ms. Consistently apply the four-step pUnrodbelersmtasnodf-Palanyn-leAvneswl oefrLAfn-doeosCrtstm’iiegsfashnDfttioiotvcehe(iedCucaetBasnlsksptteki.fyssys6tm7t.oph)eesRntruoto.debUejcesnfectesettihvareessscsctolooafrsretsewaostpcohhorknetbfadosirnukpgailnlerddsosobngleomoTimndav-ososkdlvo5ehilnr.elgavqsuuibinbretsrigatsctsutdipoefnnrobtosyrtdocrsaaeowlvpisnegsapa1pr-csootaempagpwacoerisrhdonpainbroatbgrletmhmeabtahecmk oaftitchael address remediation needs. Coursework Book for a detailed description of the problem-solving process.Exercise 11 (PB p. 48) Task 6 requires students to solve a 1-step word problem CoAfuosrrssmieganwtitovherekataBsssoekosssktmoesntut.dUesnetsthaes classwork for further involving subtraction by drawing a part-whole bar corresponding lesson model. notes to identify the objectives of each task and Task 7 requires students to solve a 1-step word problem Lessoandd3rePsrsorbelmemedSioaltviionng needs. involving subtraction by drawing a comparison bar 4WordFprroomblemPRs1ME Mathematics Coursework Book: Checmk odel. a) 14 if your answer 1 5 is correct. 2 13 LearnCoursework Book Practice 8 (CWB pp. 48–49) Task 8 req–u1ir68e76s students to solve a 1-step word problem A htaaidlor6A7shfsoespwigeharnbde2alt5s3.llnteackstikess. to students as homework. Use the involving sThuerbe atrrea67cfetwioer nbeltbs thyandrawing a part-whole bar It neckties. a) HHoofwwommllaaonnwyy bnieencltgsktaiernes aothnetdereb?selttsoareidtheerne atiltfoygetthheer? skills needed for each model. My answer is correct. b) 1 task and address remediation needs. For answb) e–rs413,138 g69 o to CW Manual pp. 125–126. Understand There are 253 neckties. There are the problem. 67 fewer belts. I have to find the 2 53 number of belts and the total number of neckties and belts. There are 253 neckties. Practice 8 (CWB pp. 54–55)Plan My answer is correct. 2 what to do. v Blended Learning Programv I can draw a bar model 1. Understand 2. Plan 3. Answer 4. Check to show the number of Class practicneeck(tiFesoarndPbreiltns. t-based Program): From PR1ME Mathematics Interactive Edition: 3 TWAanosrwkseokru.t1thereqau) irneecsktisestudents25t3o solve a 1-step word problSSPeohraolmvwcettyihcoeuesres9wwoAPorkrrdscaslpeicrgaorbtlnyilec. mtehs. eD2rat(waCbsBakrsmpto.od6el8ss tt)ouhdelep nyotus. as classwork for involving subtraction. The comparison bar model is 1. summative assessment.Understand Use the corresponding lesson provided to bgeltus ide them. 2. Plan 3. Answer 4. Check ? 253 – 67 = 186 67 1 14 13 1. A syrnupofatcetosrytmoaikdese46n1tbifoyttletshoef oroanbgejesycrutpivineasdaoy.f each task and 2 5 aIt )maHakoedws 1md9a8rnefeyswbseortrtbeleosmttolefesaopdfpaileappstylierouspynrduopne. es itemdakse. in a day? RemediatioTnhere are 186 belts. – 67 b) How many bottles of syrup does it make in a day in total? 186 Task 1: Highlight that we have to find the number a) 461 There are fewer bottles of sotfusdtuednetsntbth)sainnnecHkHtieaas llll B. Poi2n53t out that Hall B has fewer Lesson 3: Problem Solvingorange A, so we subtra? ct to find the number syrup apple apple syrup than orange syrup. I should subtract. of students inbelHts all B. syrup Duration: ? h= 198 186 1 2 253 253 + 186 = 439 +186 There are 439 neckties and Ivt maBkeles ndedboLtetleas ornf aipnpgle sPyrruop gin raadmay.v 439 Teaching tipbselts altogether. Task 1 56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 57 ¾ Use the 4-step problem solving approach to From PR1ME Mathematics Interactive Edition: go through the word problem. Let’s Learn (CB pp. 69–70) ¾ Go through the comparison bar model with Go through the teaching example with students for students and highlight that we are finding a concept development. Use the detailed lesson plan part of the whole. CgoivuernseinwthoerkcoMrreasnpuoandl ing lesson notes to carry out Scholastic ¾ Go through the subtraction in vertical form the teaching. with students. Reiterate the importance of aligning the digits of each number in Learn the correct place value when writing the Word problems (CWB pp. 56–57) subtraction in vertical form. Independent practice (For Print-based Program): Learning Outcomes: • Solve a 2-step word problem involving addition Task 2 requires students to solve a 1-step word problem and subtraction involving subtraction by drawing a part-whole bar • Use a part-whole bar model or a comparison bar model to represent an addition or 1 Understanmdodel. subtraction situation Have students read the wordTask 3 requires students to solve a 1-step word problem Materials: involving subtraction by drawing a comparison bar • 1 copy of Create Your Own Worksheet (WS3.2) problem tmhoedenl. articulate in their per group own words what information is Overview v Blended Learning Programv given and what is unknown. This word problem requires students to apply the skill Pose questions to direct of adding and subtracting numbers within 1000 with From PR1ME Mathematics Interactive Edition: students. regrouping. Go through the word problem using the Let’s Do (CB p. 71) 4-step Understand-Plan-Answer-Check process. Assign the tasks to students as classwork for 44 Chapter 3 formative assessment. Use the corresponding lesson Have st©u2d01e7nScthsorleasaticdEdtuhceatiownoInrtdernpatrioonballe(S)mPteoLntd CWB p. 56 notes to identify the objectives of each task and ISBN 978-981-47-6951-8 address remediation needs. and underline the key information. This helps them understand the word problem and interpret it correctly. 2 Plan 1. Understand the problem. Exercises 12–13 (PB pp. 49–53) – Explain to students that they need to find the Assign the tasks to students as classwork for further Have students plan how to number of belts first before finding the total formative assessment. Use the corresponding lesson solve the problem. Have them number of neckties and belts. notes to identify the objectives of each task and discuss the various strategies address remediation needs. they have learned and choose 2. Plan what to do. one. – Point out to students that they can draw a bar From PR1ME Mathematics Coursework Book: model to help them solve the word problem. Coursework Book Practice 9 (CWB pp. 51–54) 3 Answer Assign all tasks to students as homework. Use the 3. Work out the Answer. following notes to identify the skills needed for each Have students solve the (a) task and address remediation needs. problem using the chosen strategy. – Draw a comparison bar model as shown on Practice 9 (CWB pp. 57–60) CWB p. 56 for part (a). Explain to students that 4 Check the shorter bar represents the number of belts Class practice (For Print-based Program): Have students check their because there are fewer belts than neckties. answer for accuracy or Task 1 requires students to solve a 2-step word problem reasonableness. – Guide students to see that in order to find involving addition and subtraction. Comparison bar Explore other strategies if time the number of belts, they need to subtract. models are provided to guide them. permits. Write the subtraction sentence as well as the subtraction of 67 from 253 in vertical form Remediation © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 on the board. Have a student work out the Task 1(a): Highlight that the juice syrup factory makes difference in the vertical form on the board fewer bottles of apple syrup than orange syrup. Henc and conclude that there are 186 belts. we need to subtract to find the number of bottles of apple syrup it makes in a day. (b) – Draw a comparison bar model as shown on Task 1(b): Highlight that to find the total number of CWB p. 56 for part (b). Point out to students that bottles of syrup the factory makes in a day, we have they have to find the total number of neckties to add the number of bottles of orange syrup and and belts. the number of bottles of apple syrup. – Since the number of neckties and the number of belts are known, students should be able to Teaching tips see that they need to add the two parts to find Task 1 the whole. Write the addition sentence as well as the addition of 253 and 186 in the vertical ¾ Use the 4-step problem solving approach to form on the board. Have a student work out go through the word problem. the sum in the vertical form on the board and conclude that there are 439 neckties and belts ¾ Go through the comparison bar models altogether. with students and highlight that a longer bar means a greater number. 4. Check if your answer is correct. (a) ¾ When working out the answer, remind students to write the addition and subtraction – Guide students to check their answers by sentences clearly. Go through the addition subtracting the answer they get (i.e. 186) from and subtraction in vertical form with students. 253. Point out to students that the value should Reiterate the importance of aligning the digits be the number of fewer belts given in the word of each number in the correct place value problem. when writing the addition or subtraction in vertical form. (b) – Guide students to check their answers by T11 subtracting 186 from the answer they get (i.e. 439). Point out to students that the value should be the number of neckties given in the word problem.
involving addition of three numbers with regrouping in Learning Outcome: hundreds, tens and ones. They can draw a part-whole • Solve a non-routine problem on addition within bar model to help them. 1000 with regrouping using the strategies of guess and check and working backwards For answers, go to CW Manual p. 126. Teaching Concepts and Skills — Problem PosingMaterials: (BM3.1) per student • 1 copy of Mind stretcher Print-based Program Create Your Own tasks provide students wOitvhervaienw opportunity to pose word problems. This improves their uvndBleendrsetdaLenadrniinnggProogrfamwvord problems andrTehliasintpiorconbsuhleilpmcbareetqtwueeiresenspsatudoddesitiniottinsvtaoenkdnaosuwtbtttirhtaeucitndiovneerassendtowards problem solving. Tasks aFrormePRc1MoEnMsatthreumcattiecsdIntewracittivhe Esdpitioen:cific conhsatvreaainstrtosng tuondetrsetasntdinsgtouf dadedintiotnsi’n vmerticaatl hematical thinking and compCAresresihganteethnYeosutiaroOsknwto.n (CB p. 72) form. The strategies introduced here help students students as classwork. Have them to interpret the information presented and work backwards to make guesses about the missing data complete the task in groups. Facilitate discussions tbherofourgehvtehreifypinrCgoobtuhleresmevwausoliidnrkigtyMtohaefntu4h-aeslitregpuUenssdees.rsGtaond-Plan- CuosiunrgsethweorckoMrreasnpuoanlding lesson notes. Have students get into groups. Distribute a copy of Answer-Check process. Create Your Own Worksheet (WS3.2) to each group. WS3.2 Create Your Own Worksheet Have them discuss the problem presented. Ask a student from each group to present the questions they Distribute a copy of Mind stretcher (BM3.1) to each came up with, as well as the answers. student. Have theUmse uthnedgeivrleinnewtohrdeskaenydinnufomrbmearsttioonw.rite This helps them toau) nodneersataddnidtiotnhweoprdropbrolebmlema.nd interpret it correcbtl)y. one subtraction word problem. Then, solve the word problems. – Students should be able to identify ‘Dia’, 1. Understand the problem. Julio ‘Julio’, ‘Andy’ and ‘Yara’ as subjects when – Guide students to sDeiae that thestraemaprse 3 digitgsive away left constructing the word problems, and ‘stamps’, 483 ‘stickers’, ‘game cards’ and ‘erasers’ as in the first number and 2 digits in the second Andy erasers objects. number of the vesrtticickearlsform hoofwamddanityion. – The numbers ‘483’, ‘163’ and ‘342’ should be Highlight to them tYhaarat theregaamree3cadridgsits altogether used in the word problems as numerical values missing. to be subtracted from or added to. – Remind students th1a6t3we add ab3u-ydigit numbe3r 42 – Guide students to see that ‘give away’ and and a 2-digit number by adding the ones, then ‘left’ can also be used to construct an addition word problem. Similarly, ‘altogether’ and ‘buy’ the tens and lastly, the hundreds. can be used to construct an addition word problem. – Tell students that addition of the two numbers may involve regrouping. Highlight to them that the digits in the tens place of both numbers are the same. For sample answers, go to CW Manual p. 126. 46 Chapter 3 Scholastic © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Consolidate Phase 3 Mastery Summative Assessment –– Review Reviews appear after every two or three chapters. Systematic variation of tasks and consolidation of concepts and skills reinforce students’ understanding and assess their ability to interpret144 Teacher'sResources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 knowledge gained and apply their understanding. Coursework Manual Coursework Manual Assign Reviews as class tests 1. Understand the problem. Review 1 for summative assessment or homework. – Guide students to see thaWt RSo2l.a3nRdehvaies wmo1re cards than David. The objective of each task Materials: is stated in the Coursework Manual, enabling teachers – nExup1m.labineWart)ooritfestcthutrahederedentnsuhtRmosoubtslheaaarnnstd.d,thfniveeeyehnduesnedtodregdtoivaenndDdtawtvehinedtys-oseven • 1 copy of Review 1 (WS2.3) per student to identify and address areas of weakness. that theby) heaigvhet tthhoeussaanmde, fonuurmhubnedrreodf acnadrdsisx. Task 1 requires students to write a 4-digit number given Answers are provided for all its corresponding number word. tasks and worked solutions are provided for all word 2. Plan mPwooh2ind.atetoltouWato)trdittheoo4e.1tslh9pte8utdnhueemnmtbseutrhns aidntewtrhsoteradyns.cdathnbed) prar7ow0b3a2lebmar Task 1(b) requires students to use zeros as problems. – placeholders when writing the number. and plan the steps to solve the problem. Task 2 requires students to read a 4-digit number and 3. Write the numbers. write the corresponding number word. 3. Work out thae) An20s0w0e+r.400 + 10 = _____ Task 3 requires students to identify the value of each – Guide sbt)ud5e9n03ts=to50d00ra+w90t0h+e_c__o_m_ parison bar model as shown on Mind stretcher (BM2.1) on digit in a 4-digit number and complete the expanded the4.boaFirlldin. the blanks. form of the number. – Explainat)o sIntu1d3e59n,ttshtehdaigt istin1 ciseinRthoela_n__d__hpalas cmeo. re cards thb)anInD6a4v0i7d, ,thReodlaignitd__w__il_l hisainvtehetotegnisvpelace. Task 4 requires students to identify the digit of a place some ocf)hisInc9a8r2d0,stthoe Ddiagvitid8 hinasoardvealrufeoor fth__e_m__.to value in each 4-digit number, and the value of that have the same number of cards. digit. – Gu5i.de sFtilul idn ethnetsctirocleses ewithha>toirn<o. rder for the both of thema)to2h1a73ve th2e20s4ame numb)be4r0o35f car4d3s5, Task 5 requires students to use the ‘<’ and ‘>’ symbols Rolandch) as67to35sha6re75h3is excessdc) ar8d29s2with8294 to compare two numbers. David equally. – Usi6n.g thAerracnogme pthaerinsuomnbbearsrinmoorddeerl.,Bheiggihnlwigihtht tthoe smallest. Task 6 requires students to compare and order four students that they need to rst nd how many 4-digit numbers. more car3d6s47Roland h37a4s6than Da3v46id7. Then, 3th67e4y have to halve the difference to nd how many Task 7 requires students to count on or back in steps ca7r.ds RCoolamnpdlestehothueldnugmivbeertopaDttaevrnids.. of 1, 10, 100 or 1000 to complete the number patterns. – Guide sat)ud2e2n45ts, _to___s_u,b_t_r_a__c,t5426456,962fr4o5m, 72446587 in Task 8 requires students to associate the term ‘sum’ the verbtic) a7l 7fo02rm, 7.70T1h,e_n__, _g_u, i_d_e__t_h,e7m698t,o76d9iv7ide with addition and the term ‘difference’ with the diffce)ren19c5e3,b1y9623,a1n97d3,c1o9n83c,lu__d_e__t,h__a_t__Roland needs tdo) g4iv6e019, _c__a_r_d, s48to01D, 4a9v01id, ._____, 5101 subtraction. 4. Check if your answer is correct. Task 9 requires students to add or subtract with or – Have students nd the number of cards without regrouping. Roland and David each has in the end. – Lead students to conclude that since 4687 – 9 Task 10 requires students to solve a 1-step word = 4678 and 4669 + 9 = 4678, both Roland and problem involving subtraction. David have the same number of cards.© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 So, the answer is correct. Answers 175 Task 11 requires students to solve a 1-step word problem involving addition. Task 12 requires students to solve a 2-step word Reiterate the following points: problem involving addition. – We add to nd the sum of two numbers. – We subtract to nd the difference between Task 13 requires students to solve a 2-step word two numbers. problem involving addition and subtraction. – We regroup if necessary when adding to or T12 subtracting from a 4-digit number. Task 14 requires students to solve a 2-step word – Wmoedcealsntdorsaowlvepaardt-dwithioonleaonrdcosumbptraarcistoionnba©r 2017 SchopmlraaosybtilcuesmEed.oDuncelyapsteuionbndtrinIangctetoiornnnathotierounmsaeeltb(hSoo)tdhPtcaehdLodtsdietionIn,SBsatNund9d7e8n-9t8s1-47-6953-2 word problems. subtraction to solve the word problem. For answers, go to CW Manual pp. 149–150.
Summative Assessment –– Extended Learning Print-based Program Mind stretcher tasks are non-routine and are designed to develop higher order thinking skills. New problem solving strategies are also introduced. Coursework Manual Coursework Manual BM3.1 Mind stretcher 2 LIonodkeaptethnedetennts.practice (For Print-based Program): 2. Plan what to do. – Point out to students that they can make a Learn 9–1=8 1+ + =9 v Blended Learning Programv guess for each of the missing digits before checking if the numbers add up to 990. Adele wants to add two numbers. 4Ta+s4k=28requires students to solve a 2-step word problem From PR1ME Mathematics Interactive Edition: Reiterate the following p The digits in the tens place are the same. ic+nov8molvp144iangri55soanddbiatior mn aonddelss.ubtraction by drawing Practice 3 (CB p. 72) 3. Work out the Answer. – We can add or s Fill in the missing digits and find the two numbers. 8 Assign the tasks to students as classwork for – Highlight to students that to add a 3-digit with regrouping. +5 summative assessment. Use the corresponding lesson number and a 2-digit number, they have to – We can use a pa Tas9k 39re0quires students to solve a 2-step word problem notes to identify the objectives of each task and first add the ones, before adding the tens, and comparison bar m 990 involving addition and subtraction by drawing a part- address remediation needs. lastly the hundreds. addition and sub 3 Lwoohkoalet tbhaerhmunoddreedl.s. 1 Understand How many digits are there in each 4 Check v Blended Learning Programv Guess 1 the problem. of the two numbers? Did you answer TaL8es+tk’0s 4gisonreobtaqecuqkiurteoalsSttosetp9u.2d. ents to solve a 2-step word problem – Guide students to see that they cannot add How many digits are missing? the question? involving addition and subtraction by drawing a From PR1ME Mathematics Interactive Edition: 2 Plan what to do. How do I add a 3-digit number Is your answer comparison model. Mind stretcher (CB pp. 73–74) a number to 5 and get 0, but they can add 5 and a 2-digit number? correct? Go through the problem with students. Use the and 5 to get 10. Do I need to regroup? GueTasssk2 5 requires students to solve a 1-step word problem detailed lesson plan given in the corresponding – Write the digits and the regrouping of ones in 3 Work out the 2 Linovook lavtinthgeatednds.ition o1f+three+num=b9er7s with regrouping in lesson notes to carry out the teaching. the vertical form as shown. I can guess and check and Answer. 1t9en– s1a=n1d8 ones. – Guide students to add the tens next. Bring to work backwards. 9to+ h9e=lp18them. They1 +can d+raw a= 1p9a3rt-whole bar model Learn their attention that the digits in the tens place 4 Check Regroup the tens. Mind stretcher are the same. Since 4 and 4 make 8, the Did you answer 11 missing digits are 4 and 4. 3 Work out the the question? Learning Outcome: – Write the digits in the tens place of the vertical Answer. To add a 3-digit number and a Is your answer Tas8k 69re5quires students to solve a 2-step word problem • Solve a non-routine problem on addition within form as shown. 2-digit number, first add the ones. correct? i+nvolv9ing5addition and subtraction by drawing a 1000 with regrouping using the strategies of Then, add the tens. guess and check and working backwards 4. Check if your answer is correct. Lastly, add the hundreds. co9mp9ari0son model. – Guide students to look at the hundreds. Materials: Highlight to them that since 8 + 0 does not Guess 1 3 LToaoskka7t rtehequhuirnedsrsetdusd. ents to solve a 1-step word problem • 1 copy of Mind stretcher (BM3.1) per student equal 9, they have to go back to Step 2 and 1ihn+uvn8odlv=rien9dgsa, tdednistioanndofotnheres.eThneuymcbaenrsdwraithwreagproaurtp-winhgoilne make another guess. 1 Look at the ones. Thebtawromnuomdbeel rtsoahree8lp95thaendm9.5. 3. Work out the Answer. 5 + 5 = 10 +5=0 7 + 5 = 10 3 89F5o+r9a5 n= s9w90ers, go to CW Manual p. 126. 1 Regroup the ones. Both numbers have the same 85 digit in the tens place. My answer is correct. +5 990 v Blended Learning Programv Overview Guess 2 This problem requires students to know the inverse – Guide students to look at the tens. Remind 1. Understand 2. Plan F3.roAnmswePr R1M4E. MCheactkhematics Interactive Edition: relationship between addition and subtraction and have a strong understanding of addition in vertical them that 1 ten was regrouped from 10 ones. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Teacher's Resources 141 142 Teacher's Resources Create Your Own (CB p. 72) form. The strategies introduced here help students Highlight to them that the second guess is that Assign the task to students as classwork. Have them© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 to interpret the information presented and work the values of the two missing digits and the digit backwards to make guesses about the missing data 1 from the ten that was regrouped add up to 1. Understandcusotinmhgeptlhepeteroctobhrerleetsampsok.nindginrgoulepsss.oFnancoilitteast.e discussions 19. Hence, the missing digits are 9 and 9. – Guide students to see that Roland has more befRoerevvieeriwfyin1g the validity of their guesses. Go – Write the digits and the regrouping of tens in the vertical form. Guide students through the cards tHhaavensDtuadevnidts.get into groups. Distribute a copy of through the problem using the 4-step Understand-Plan- addition and the regrouping of 19 tens into – ExplainCrteoatsetuYdouernOtws nthWaotrktshheeytn(WeSe3d.2)ttoo enacdhtghroeup. 1 hundred 9 tens. AnsMwaert-eCrhieaclsk:process. numbeHraovef tchaemrddsisRcouslsatnhedpnroebeledms ptoresgeinvteedD. Aasvk iad so that thscetauymdehenaut vpfreowmitthhe,eaacsshawgmerloleauspntthuoemparbenssewernetorstf.hecaqurdesst.ions they Distribut•e a c1opcyoopf yMiondf Rsterevtciehewr (1BM(W3.1S)2to.3e)apceh r student – Bring their attention to the hundreds and highlight that since 1 + 8 = 9, the two numbers student. Have them underline the key information. are 895 and 95. TinhtiesTrhaperselkpts1itthcreeomrqreutcoitrlueyn.sdsetrustdanedntthsetoprowbrleitme aand4-digit number given its corresponding number word. 4. Check if your answer is correct. Scholastic 2. Plan what to d– o.Students should be able to identify ‘Dia’, 1. UTnadsekrs1ta(nbd)trheeqpuroirbelesms.tudents to use zeros as – Have students add 895 and 95 using the – Point out thoes‘‘clpsJtotuuicnltdioskhte’ere,urns‘cmA’,ttnis‘ngdugtayhnt’mahdaeetenwcdtrhsao‘teYrraddaysnrp’acdar’oanabtdhnslese‘muedbrpsra,ajesraeocwnrtbsds’awla‘eshstbmaeamnrps’, p– lacGeuhidoeldstuedrsenwtshtoensewe trhitaint gthethreeanreu3mdbigeitsr. vertical form. Have a student work out the sum model to on the board. in the first number and 2 digits in the second – Guide them to see that 895 + 95 = 990. Highlight number of the vertical form of addition. and plan theobsjteecptss. to solve the problem. TaskH2ighreligqhut tiroetshestmudtheant tthsetroe arerea3ddaigit4s-digit number antdo them that since the digits in the tens place, 9, are the same, the answer is correct. – The numbers ‘483’, ‘163’ and ‘342’ should be writemitshsineg.corresponding number word. 3. Work out the Anstuwosebeder.insutbhterawcoterdd problems as numerical values – Remind students that we add a 3-digit number from or added to. – Guide stu–deGnutsidteostdudraewntstthoeseceothmatp‘gaivriesoanwabya’ ar nd Tasktah3nedrteeanq2s-udaiinrgeditslnasusttmulydb, teehrenbthysuantdoddreiidndges.tnhteifoyntehs,ethveanlue of each model as sho‘lewftn’ coann aMlsoinbdesutsreedtctohceorn(sBtrMuc2t .a1n)aodndition d– igitTeinll staud4e-ndtsigthitant audmdbitioenr oafnthde ctwoomnupmlebteersthe expanded – Ethxeplbaoinatrod.stupcwdaroonerbdnblepetmsrou.tbsheledamtto.sSicnimocnilaestrrlyuR,co‘talaaltnongadedthdhieatiros’namwndoorr‘debuy’ cards than David, Roland will have to give formmoayf itnhveolvneuremgbroeupr.ing. Highlight to them that the digits in the tens place of both numbers are some oFforhsiasmcpalerdasnstwoeDrs,agvoidtoinCWorMdaenrufaol rp.th12e6m. to the same. Task 4 requires students to identify the digit of a place value in each 4-digit number, and the value of that have the same number of cards. digit. – Guide students to see that in order for the both of them to have the same number of cards, Task 5 requires students to use the ‘<’ and ‘>’ symbols Roland has to share his excess cards with to compare two numbers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 David 4e6quCahlalypt.er 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 – Using the comparison bar model, highlight to Task 6 requires students to compare and order four students that they need to rst nd how many 4-digit numbers. Wrapping Up the Chapter more cards Roland has than David. Then, they Task 7 requires students to count on or back in steps have to halve the difference to nd how many of 1, 10, 100 or 1000 to complete the number patterns. cards Roland should give to David. Ending the chapter by summarizing the key learning points helps students realize– Guide students to subtract 4669 from 4687 in how much the vertical form. Then, guide them to divide Task 8 requires students to associate the term ‘sum’ helps them organize the information into a meaningfulthe difference by 2 and conclude that Roland needs to give 9 cards to David. learning has taken place. This with addition and the term ‘difference’ with context in subtraction. their minds and ensures learning is solidified for future lessons. This is a crucial step to help4. Check if your answer is correct. students – Have students nd the number of cards remember and apply the information they have learned.Roland and David each has in the end. Task 9 requires students to add or subtract with or – Lead students to conclude that since 4687 – 9 without regrouping. Task 10 requires students to solve a 1-step word = 4678 and 4669 + 9 = 4678, both Roland and problem involving subtraction. David have the same number of cards. CoursewSoo, rtkheManasnwueraisl correct. Task 11 requires students to solve a 1-step word problem involving addition. Reiterate the following points: Task 12 requires students to solve a 2-step word – We add to nd the sum of two numbers. problem involving addition. – We subtract to nd the difference between two numbers. Task 13 requires students to solve a 2-step word – We regroup if necessary when adding to or problem involving addition and subtraction. subtracting from a 4-digit number. – We can draw part-whole or comparison bar Task 14 requires students to solve a 2-step word models to solve addition and subtraction problem. Depending on the method chosen, students word problems. may use only subtraction or use both addition and subtraction to solve the word problem. For answers, go to CW Manual pp. 149–150. Blended Learning Program From PR1ME Mathematics Interactive Edition: Review 1 (PB pp. 35–40) Assign the tasks to students as classwork for summative assessment. Use the objectives and chapter references given for each task in the corresponding lesson notes to address remediation needs. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 2 39 © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T13
Blended Learning Program T14 Instructional Design Scholastic TM Mathematics (Philippine Edition) is designed on a pedagogical model that ensures teaching and learning are effective, measurable and diagnostic. Each chapter of the Coursework Book involves three phases of learning: readiness, engagement and mastery. A simple model of the instructional design is presented below. hase 1: Readiness ScholasticPhase 2: Engagement Phase 3: Mastery P * * Let’s Remember * (Coursebook) * Practice Book offers an Practice* opportunity for * Practice Book Learn Practice ChapterWrap-up Review systematic recall and assessment of Exercises prior knowledge © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 in preparation for Let’s Learn introduces new concepts Coursework Book Coursebook Chapter Wrap-up Practice new learning. and builds on concepts and skills Practice after at the end of the Book Reviews learned previously. Learn and Practice each lesson chapter summarizes provide provides the key learning summative Let’s Do and Practice Book provide opportunities opportunities points of the assessment and Exercises provide formative for home revision and for summative chapter. consolidation of assessment. independent practice. assessment. concepts and skills learned across various topics. *Found in the Interactive Edition Using the Coursework Manual • answers for tasks, with worked solutions for all word problems • photocopiables for class activities This Coursework Manual includes: • Developmental Continuum for all six years/grades • detailed Scheme of Work • lesson plans
Plan Blended Learning Program The Developmental Continuum offers the overall plan for learning outcomes over the six-year course. Teachers can refer to this to understand the scope of teaching that takes place at each Developmental Continuumyear/grade. Coursework Manual Year/Grade 1 Year/Grade 2 Year/Grade 3 NUMBERS AND NUMBER SENSE Whole Numbers / Count within 100. Count within 1000. Read and write a number Place Value within 10 000 — the numeral and the corresponding number word. Read and write a number Read and write a number Use number notation and from 0 to 100 — the numeral from 0 to 1000 — the numeral place values (thousands, and the corresponding and the corresponding hundreds, tens, ones). number word. number word. Scheme of Count on and backwards Use number notation and Compare and order entire year aWnodrktopprerceepdairnegfoewriathtcien ha10c0c.hhiangptienrdiisvdideusaitpgellannccs,eehovdnaaeplsut)e.otse(ahrsus.nsdisretdisn, plannunminbegrs wthithein 1c0u00rr0i.culum The for the Use number notation and Compare and order Find the number which is 1, place values (tens, ones). numbers within 1000. 10, 100 or 1000 more than Each book(sopr leassntsha1n)sea mgiveenster Coursework Manual comprisingnaumbboeur wt i9th0inh10o0u0r0s. of Estimate the number of Use the symbols i‘n>’starnudc‘<ti’on. IdTeenaticfyhoeddrsacndaenveandjust aSennsdeothbSajuencb1t0tsr0ianocabtjgeiorcotnus.pwoiftfhewReer grofuorpcionmgparison otfhneumdbuerrsa. tionnusmbbearss.ed on the Chapter 3: Addition school calendar and the pace Strand: Numbers and Number Scholastic of Total Duration: 14 h 40 min Compare the number of F1i0ndorth10e0nmumorbeetrhinwadnhic(ivohridilseu1ss,al coNlraadmisnseaelans.upmosbiteiornfruosming1statno objects in two or more sets. Scheme of Work than) a given number within 100th. Blended Learnin1g0P0ro0g.ram Print-based Program Lesson Learning Outcomes Vocabulary Compare and ordeMr aterials ReadReswouhrcoelse numbersMwateitrhiailns IdentiRfeysoaunrcdes use the pattern numbers within 100. 1•00C0B po. n41 a numb•e1r clionpey.of Let’s of naming ordinal numbers Let’s • Add within 1000 without Remember (40 min) regrouping and use a part- Remember from 1st to 100th Worksheet (WS3.1) whole bar model to represent an addition situation per student • Subtract within 1000 without Find the number which is Name a position using an Identify the position of an regrouping and use a part- 1 or 10 more than (or less whole bar model to represent ordinal number from 1st to object from a given point of a subtraction situation than) a given number 20th. reference. within 100. • Solve a 1-step word problem involving subtraction and use a comparison bar model to represent a subtraction Make a number story to Identify and use the pattern situation illustrate a number bond for of naming ordinal numbers Lesson 1: Addition with Regrouping 5 to 10. from 1st to 20th 6h Adding with • Add within 1000 with Write a numbe•r bBaosne dtenfoblroc5ks • CB pp. 42–44 • Base ten blocks • CWB pp. 36–37 to 10. • PB pp. 31–32 regrouping regrouping in ones • CWB pp. 36–37 in ones Adding with • Add within 1000 with Name a position using an • CB pp. 45–47 • CWB pp. 38–39 ordinal number from 1st to • PB pp. 33–34 regrouping regrouping in tens • CWB pp. 38–39 in tens Adding with • Add within 1000 with 10th and position words. • CB pp. 48–51 • CWB pp. 40–42 regrouping regrouping in tens and ones • PB pp. 35–39 in tens andAddition / Subtraction Associate the terms ‘sum’ ones Use picture cutouts (or other O• bCsWeBrvpep. 4a0n–4d2 apply the and ‘difference’ with tmhaenmipeualantiinvgess)Motfoaaidlltudesittrriaioatnels identity, commutative and addition and subtraction A listing of objectives and list associative properties of respectively. resources for each lesson makes planning quick and easy. and subtraction. addition. Resources list Make a number story CB: CoursebookAdd or subtract within 1000. Add or subtract within© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Use a parPt-Bw:hPorlaecbtaicremBoodoekl 10 000. Key mathematicalfor a given addition or or a compCaWrisBo:nCboaurrmseowdoelrk Book termssubtraction sentence. to represent an addition or subtraction situation. Each chapter begins with Note fWorriteTaenaucmhbeer rsesn.teTnhcies foidr eSnotlvifeieups ttoh2e-stekpewyordmatheUsme aaptaicrt-awhl oidle ebaar ms oodfelthe chapter. a given situation involving problems involving addition or a comparison bar model addition or subtraction. and subtracCtioonu.rsework to represent an addition or Manual subtraction situation. Note for Teachers Chapter 3 Learn In this chapter, students will progress to addition Addition and Subtraction Adding with regrouping in ones (CWB p. 36) and subtraction of 3-digit numbers with with Regrouping regrouping. Students can draw part-whole or Learning Outcome: comparison bar models to help them solve© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Chapter Overview • Add within 1000 with regrouping in ones addition and subtraction word problems. Let’s Remember Lesson 1: Addition with Regrouping Materials: © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 Lesson 2: Subtraction with Regrouping • Base ten blocks Lesson 3: Problem Solving Stage: Concrete Experience Note for Teachers Begin by using base ten blocks to demonstrate the In this chapter, students will progress to addition addition of 426 and 146. This allows students to have and subtraction of 3-digit numbers with regrouping. a concrete experience of the regrouping that takes Students can draw part-whole or comparison bar place in the ones place during the addition process. models to help them solve addition and subtraction It also reinforces the concept of addition as putting word problems. together. Grouping the unit cubes together first, followed by the ten-rods and lastly the hundred- Recall Prior Knowledge T23squares, introduces students to the process of adding the ones first, followed by the tens and lastly the hundreds. v Blended Learning Programv – Distribute base ten blocks to students and have T15 them follow each step of your demonstration. From PR1ME Mathematics Interactive Edition: Let’s Remember (CB p. 41) – Use 4 hundred-squares, 2 ten-rods and 6 unit Assign the tasks to students as classwork to cubes to represent 426. Use 1 hundred-square, identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit cubes to represent 146. objectives and chapter references given for each task in the corresponding lesson notes to address – Group the unit cubes together. Have students remediation needs. see that there are 12 unit cubes in all. Guide them to see that since 10 ones = 1 ten, we Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the unit cubes to form a ten-rod to each student. Have students attempt the worksheet and place it together with the rest of the ten- to help them recall these previously acquired related rods. Have students see that there are 2 unit knowledge: cubes left after the regrouping exercise. • Add within 1000 without regrouping and use a – Group the ten-rods together and have students part-whole bar model to represent an addition see that there are 7 ten-rods in all. situation (CWB 2A Chapter 2) – Group the hundred-squares together and have • Subtract within 1000 without regrouping and students see that there are 5 hundred-squares use a part-whole bar model to represent a in all. subtraction situation (CWB 2A Chapter 2) – Lead students to see that 5 hundred-squares, • Solve a 1-step word problem involving 7 ten-rods and 2 unit cubes represent 572. subtraction and use a comparison bar model Hence, the sum of 426 and 146 is 572. to represent a subtraction situation (CWB 2A Chapter 2) Stage: Pictorial Representation Follow up by relating the base ten blocks activity to For answers, go to CW Manual p. 126. the tables of the base ten blocks on CWB p. 36. This helps students to transit from concrete experience to Lesson 1: Addition with Regrouping pictorial representation. The first row of blocks in the table represents the augend, the second row of blocks Duration: 6 h represents the addend and the final row represents the sum. This presentation parallels the addition of numbers v Blended Learning Programv in vertical form. It aids the transition from pictorial representation to abstract representation later on. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 42–43) – Refer students to the table of the base ten Go through the teaching examples with students for blocks on CWB p. 36. Draw their attention to the columns with the unit cubes and highlight the regrouping of the unit cubes. Relate it back to the combining of 10 unit cubes to form a ten-rod. Show students the final number
Teach Phase 1 Readiness Checking for Prior Knowledge Let’s Remember is a recall feature to identify students at risk before a new concept is introduced. If students are not able to answer the tasks in Let’s Remember correctly, teachers may use the objective of each task to identify gaps in their understanding and refer to the chapter reference for remediation. Coursework Manual Blended Learning Program Chapter 3 Learn Scholastic Addition and Subtraction Adding with regrouping in ones (CWB p. 36) with Regrouping Learning Outcome: Chapter Overview • Add within 1000 with regrouping in ones Let’s Remember Lesson 1: Addition with Regrouping Materials: Lesson 2: Subtraction with Regrouping • Base ten blocks Lesson 3: Problem Solving Stage: Concrete Experience Note for Teachers Begin by using base ten blocks to demonstrate the In this chapter, students will progress to addition addition of 426 and 146. This allows students to have and subtraction of 3-digit numbers with regrouping. a concrete experience of the regrouping that takes Students can draw part-whole or comparison bar place in the ones place during the addition process. models to help them solve addition and subtraction It also reinforces the concept of addition as putting word problems. together. Grouping the unit cubes together first, followed by the ten-rods and lastly the hundred- Recall Prior Knowledge squares, introduces students to the process of adding the ones first, followed by the tens and lastly the hundreds. Instructions in grey boxes v Blended Learning Programv – Distribute base ten blocks to students and have throughout the Coursework them follow each step of your demonstration. Manual are for teachers using From PR1ME Mathematics Interactive Edition: the Blended Learning Program. Let’s Remember (CB p. 41) – Use 4 hundred-squares, 2 ten-rods and 6 unit Assign the tasks to students as classwork to cubes to represent 426. Use 1 hundred-square, Interactive Edition identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit cubes to represent 146. objectives and chapter references given for each task in the corresponding lesson notes to address – Group the unit cubes together. Have students remediation needs. see that there are 12 unit cubes in all. Guide them to see that since 10 ones = 1 ten, we Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the unit cubes to form a ten-rod to each student. Have students attempt the worksheet and place it together with the rest of the ten- to help them recall these previously acquired related rods. Have students see that there are 2 unit knowledge: cubes left after the regrouping exercise. • Add within 1000 without regrouping and use a – Group the ten-rods together and have students part-whole bar model to represent an addition see that there are 7 ten-rods in all. situation (CWB 2A Chapter 2) – Group the hundred-squares together and have • Subtract within 1000 without regrouping and students see that there are 5 hundred-squares use a part-whole bar model to represent a in all. subtraction situation (CWB 2A Chapter 2) – Lead students to see that 5 hundred-squares, • Solve a 1-step word problem involving 7 ten-rods and 2 unit cubes represent 572. subtraction and use a comparison bar model Hence, the sum of 426 and 146 is 572. to represent a subtraction situation (CWB 2A Chapter 2) Stage: Pictorial Representation Follow up by relating the base ten blocks activity to For answers, go to CW Manual p. 126. the tables of the base ten blocks on CWB p. 36. This helps students to transit from concrete experience to Lesson 1: Addition with Regrouping pictorial representation. The first row of blocks in the table represents the augend, the second row of blocks Duration: 6 h represents the addend and the final row represents the sum. This presentation parallels the addition of numbers v Blended Learning Programv in vertical form. It aids the transition from pictorial representation to abstract representation later on. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 42–43) – Refer students to the table of the base ten Go through the teaching examples with students for concept development. Use the detailed lesson plan blocks onCClWicB pk.i3n6.gDraownthetihr aetten‘tLioen stoson given in the corresponding lesson notes to carry out Notes’ tab directs teachersthe columns with the unit cubes and highlight the teaching. the regrouping of the unit cubes. Relate it to the corresponding pageback to the combining of 10 unit cubes to form a ten-rod. Show students the final number in the Teacher’s Guide.of unit cubes in the last row and reiterate that after regrouping the ones, there are 2 ones left. Teachers are 30 Chapter 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 directed to the corresponding page in the Interactive Edition of the Coursebook. T16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Phase 2 Engagement Blended Learning Program Teaching Concepts and Skills –– Developing Conceptual Understanding Scholastic Each chapter is taught over several lessons, with each lesson focusing on a concept or part of it. The lesson is designed with a two-part structure of concept introduction, and guided with practice and formative assessment. Each concept is taught using the three-stage Concrete-Pictorial-Abstract approach to develop deep conceptual understanding. Interactive Edition Begin a lesson by walking students through the list of learning objectives in the ‘You will learn to…’ box to encourage self-directed learning. Start Let’s Learn with a hands-on activity. This is the concrete stage of the learning journey. Students may be required to work individually or in groups. Teachers are encouraged to verbalize the content in the speech bubbles in the Coursebook to guide students’ thought processes. In the pictorial stage, guide students to represent mathematical ideas visually. Ensure that each student has progressed successfully to this stage before introducing abstract representation. This middle stage is a crucial link between the concrete experience and the abstract representation and serves to build a solid foundation. Once conceptual understanding is developed, progress to the abstract stage. The concept or skill is represented using only numbers and mathematical symbols. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T17
Use the Coursework Book to complement the teaching in class. Examples presented for each Learn correspond to each Let’s Learn and provide students with further opportunities for home revision. Blended Learning Program Interactive Edition Coursework Book Scholastic Addition and Subtraction with Regrouping Lesson 1 Addition with Regrouping Learning Outcomes: • Add within 1000 with regrouping in the ones and tens places • Solve 1-step word problems Adding with regrouping in ones Learn Add 426 and 146. 426 146 572 1 Add the ones. 2 Add the tens. 3 Add the hundreds. H TO H TO H TO 1 1 1 42 6 42 6 42 6 +1 4 6 +1 4 6 +1 4 6 2 72 5 72 6 ones + 6 ones = 12 ones 10 ones = 1 ten 12 ones = 1 ten 2 ones We regroup 12 ones into 1 ten 2 ones. 426 + 146 = 572 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 Teaching Concepts and Skills — Formative Assessment There are opportunities for formative assessment within each lesson and across chapters. Let’s Do reinforces students’ learning through guided and systematically varied tasks. A link in the Interactive Edition leads students to the corresponding Exercises for more formative assessment. Interactive Edition After a concept is taught in Let’s Learn, assign Let’s Do tasks as class work. Discuss students’ responses and remediate if necessary. The objective of each Let’s Do task is stated in the Teacher’s Guide, enabling teachers to check learning. Answers are provided for all tasks. Interactive Edition To further reinforce and assess understanding, assign Exercises as homework. The objective and skills of each task are stated in the Lesson Notes enabling teachers to check learning and address remediation needs. T18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
that there are 5 hundreds in all. address remediation needs. Stage: Abstract Representation Exercise 1 (PB pp. 31–32) Lastly, present the addition in vertical form. Having Assign the tasks to students as classwork for further gone through the previous stages, students will formative assessment. Use the corresponding lesson see how the algorithm relates to the pictorial notes to identify the objectives of each task and representation. This association is important as it helps address remediation needs. students to visualize the addition. It allows them to understand and interpret the vertical form, especially the writing of digits above the augend in the vertical Practice in the Coursework Book provides students with further opportunities for home practice.form when regrouping occurs. This is an anchor for learning addition with regrouping in other place Assign all the tasks in Practice to students as homework.values, as well as more advanced forms of regrouping that involve more than one place value. The three- From PR1ME Mathematics Coursework Book: Blended Learning Program Coursework Book Practice 1 (CWB p. 31) Assign all tasks to students as homework. Use the following notes to identify the skills needed for each task and address remediation needs. step approach (add the ones, then the tens and lastly When necessary, refer to the teaching tips in the Coursework Manualthe hundreds) guides students to add systematically, to address remediation reducing the likelihood of careless mistakes when they Practice 1 (CWB p. 37) needs. are performing the addition in vertical form. Class practice (For Print-based Program): – Write the vertical form of ‘426 + 146’ on the board. First, guide students to add the ones. Task 1 requires students to add a 3-digit number and Have them look at the digits in the ones place a 1-digit, 2-digit or 3-digit number, with regrouping in Coursework Book in the vertical form of addition. Students should foonremCs.ooTfhuaerdspdelaitwicoenovtroaklguMeuisdaaernestuupadroelvnidtse. d in the vertical be able to state that 6 ones + 6 ones = 12 ones. – Reiterate that 12 ones can be regrouped into 1 ten 2 ones. Relate the regrouping back to Remediation Practices1 the pictorial representation on the page. Have Task 1(a): Reteach adding a 1-digit number and students look at the columns with the unit a 2-digit number with regrouping in ones. Then, go 1. Add. cubes. Write the addition of the ones in the through Task 1(a). Highlight that 3 ones + 7 ones = vertical form of addition on the board. 10 ones, which can be regrouped into 1 ten. Start by adding the on–es. Then, guide students to add the tens by having 1 ten + 5 tens = 6 tens. Therefore, 353 + 7 = 360. Regroup if necessary. them look at the digits in the tens place in the vertical form of addition. Again, relate 1 ten Task 1(b): Reteach adding a 2-digit number and a a) H T O b) H T O + 2 tecn)s + 4 HtenTs O= 7 tens back to the pictorial 2-digit number with regrouping in ones. Then, go croeofptluhremesentensnt+wasitti14nihontt60hhbee48yvteheanrt-vircionadgl sf.sotWurmdriteoenfttahs delodaoitkdiodanittiotohnne through Task 1(b). Highlight that 6 ones + 8 ones 353 646 = 14 ones, which can be regrouped into 1 ten 4 ones. +7 + 38 1 ten + 4 tens + 3 tens = 8 tens. Therefore, 646 + 38 = the board. 684. – Finally, guide students to add the hundreds by having them look at the digits in the hundreds Task 1(c): Reteach adding a 3-digit number and a 2. Add. place in the vertical form of addition. Again, 3-digit number with regrouping in ones, using smaller relate 4 hundreds + 1 hundred = 5 hundreds numbers e.g. 119 + 123. Then, go through Task 1(c). a) 1 3 8 b) 2 7 5 backct)o the 3pic0to6rial representation by having Highlight that 4 ones + 8 ones = 12 ones, which can be +5 + 19 students Wlo+orit4kea5tthte6headcdoiltuiomnnosfwthiteh the hundred- regrouped into 1 ten 2 ones. 1 ten + 6 tens = 7 tens. squares. hundreds in 4 hundreds + 1 hundred = 5 hundreds. Therefore, the vertical form of addition on the board. 404 + 168 = 572. – To conclude, write the addition sentence ‘426 + 146 = 572’ on the board. 3. Add. – Reiterate that we add the ones first, followed Teaching tips a) 436 + 55 = by the tens, then the hundreds. Task 1 b) 67 + 617 = ¾ When reteaching, follow the same procedure as the example in Learn (CWB p. 36). Use base ten blocks to introduce the concept of regrouping. Then, continue with the addition in vertical form. c) 358 + 424 = d) 249 + 536 = © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Chapter 3 31 Scholastic To address common misconceptions and errors and strengthen mathematical thinking, have students discuss, communicate, reason and justify mathematical ideas and understanding using 37 scenarios found in the Think About It feature.© 2017 Scholastic Education International (S) Pte Ltd ISBN978-981-47-6939-6 Interactive Edition Have students form groups to discuss the question. Ask a representative from each group to present and justify the group’s response. Lesson notes are provided to facilitate discussions and guide students to arrive at the correct conclusion. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T19
Blended Learning ProgramTeaching Concepts and Skills –– Developing Processes and Strategies Scholastic A problem solving lesson at the end of the chapter consolidates learning. Focus on both the process and the strategies required to solve the problems. Consistently apply the four-step Understand-Plan-Answer-Check process to build good habits for approaching mathematical problems of any difficulty. Refer to the problem-solving process page at the back of the Coursework Book. Interactive Edition 1 Understand Have students read the word problem then articulate in their own words what information is given and what is unknown. Pose questions to direct students. 2 Plan Have students plan how to solve the problem. Have them discuss the various strategies they have learned and choose one. 3 Answer Have students solve the problem using the chosen strategy. 4 Check Have students check their answer for accuracy or reasonableness. Explore other strategies if time permits. Teaching Concepts and Skills — Problem Posing Create Your Own tasks provide students with an opportunity to pose word problems. This improves their understanding of word problems and inculcates positive attitudes towards problem solving. Tasks are constructed with specific constraints to test students’ mathematical thinking and comprehension. Interactive Edition T20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Consolidate Blended Learning Program Phase 3 Mastery Summative Assessment –– Practice and Review Practice tasks at the end of each lesson consolidate the learning for the lesson. Tasks are systematically varied to reinforce students’ understanding. Interactive Edition Assign Practices as homework and summative assessment. The objective of each task is stated in the Lesson Notes, enabling teachers to check learning and address remediation needs. Answers are provided for Practice tasks in the Coursebook and Exercises in the Practice Book. Worked solutions are provided for all word problems. Scholastic Reviews appear after every two or three chapters. Systematic variation of tasks and consolidation of concepts and skills reinforce students’ understanding and assess their ability to interpret knowledge gained and apply their understanding. Interactive Edition Assign Reviews as class tests for summative assessment or homework. The objective of each task is stated in the Lesson Notes, enabling teachers to identify and address areas of weakness. Chapter references make it easy for teachers to access remediation resources. Answers are provided for all tasks and worked solutions are provided for all word problems. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T21
Summative Assessment –– Extended Learning Mind stretcher tasks are non-routine and are designed to develop higher order thinking skills. New problem solving strategies are also introduced. Interactive Edition Blended Learning Program Assign Mind stretcher Scholastictasks to on-level and above-level students. Help them see that the same four-step Understand- Plan-Answer-Check process can be applied to problems of any difficulty or context. 1. Understand the problem. Review 1 – Guide students to see that Roland has more cards than David. Materials: – Explain to students that they need to nd the • 1 copy of Review 1 (WS2.3) per student number of cards Roland needs to give David so that they have the same number of cards. Task 1 requires students to write a 4-digit number given its corresponding number word. 2. Plan what to do. Task 1(b) requires students to use zeros as – Point out to students that they can draw a bar placeholders when writing the number. model to help them understand the problem and plan the steps to solve the problem. Task 2 requires students to read a 4-digit number and write the corresponding number word. 3. Work out the Answer. – Guide students to draw the comparison bar Task 3 requires students to identify the value of each model as shown on Mind stretcher (BM2.1) on digit in a 4-digit number and complete the expanded the board. form of the number. – Explain to students that since Roland has more cards than David, Roland will have to give Task 4 requires students to identify the digit of a place some of his cards to David in order for them to value in each 4-digit number, and the value of that have the same number of cards. digit. – Guide students to see that in order for the both of them to have the same number of cards, Task 5 requires students to use the ‘<’ and ‘>’ symbols Roland has to share his excess cards with to compare two numbers. David equally. – Using the comparison bar model, highlight to Task 6 requires students to compare and order four Wrapping Up the Chapter students that they need to rst nd how many 4-digit numbers. more cards Roland has than David. Then, they Task 7 requires students to count on or back in steps have to halve the difference to nd how many summarizing the key learning points helps students realize howcards Roland should give to David. – Guide students to subtract 4669 from 4687 in Ending the chapter by of 1, 10, 100 or 1000 to complete the number patterns. much learning has taken place. This helps them organize the information into a meaningful context inthe vertical form. Then, guide them to divide the difference by 2 and conclude that Roland needs to give 9 cards to David. Task 8 requires students to associate the term ‘sum’ with addition and the term ‘difference’ with subtraction. their minds and ensures learning is4. sCohelcidk ifiyfoiuer adnswfeor isrcofrruectt.ure lessons. This is a crucial step to helpTask 9 requires students to add or subtract with or students remember and apply the information they have learned.– Have students nd the number of cards Roland and David each has in the end. without regrouping. – Lead students to conclude that since 4687 – 9 Task 10 requires students to solve a 1-step word = 4678 and 4669 + 9 = 4678, both Roland and problem involving subtraction. David have the same number of cards. CourseSwo,othrke aMnsawneur ias cl orrect. Task 11 requires students to solve a 1-step word problem involving addition. Reiterate key learning Reiterate the following points: Task 12 requires students to solve a 2-step word points and provide – We add to nd the sum of two numbers. problem involving addition. examples where necessary. – We subtract to nd the difference between two numbers. Task 13 requires students to solve a 2-step word – We regroup if necessary when adding to or problem involving addition and subtraction. subtracting from a 4-digit number. – We can draw part-whole or comparison bar Task 14 requires students to solve a 2-step word models to solve addition and subtraction problem. Depending on the method chosen, students word problems. may use only subtraction or use both addition and subtraction to solve the word problem. For answers, go to CW Manual pp. 149–150. Blended Learning Program From PR1ME Mathematics Interactive Edition: Review 1 (PB pp. 35–40) Assign the tasks to students as classwork for summative assessment. Use the objectives and chapter references given for each task in the corresponding lesson notes to address remediation needs. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 2 39 T22 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Developmental Continuum Year/Grade 2 Year/Grade 3 Year/Grade 4 NUMBERS AND NUMBER SENSE Whole Numbers / ScholasticCount within 1000. Read and write a number Read and write a number Place Value within 10 000 — the numeral within 100 000 — the numeral Addition / Subtraction Read and write a number and the corresponding and the corresponding from 0 to 1000 — the numeral number word. number word. and the corresponding Use number notation and Use number notation and number word. place values (thousands, place values (ten thousands, Use number notation and hundreds, tens, ones). thousands, hundreds, tens, place values (hundreds, ones). tens, ones). Compare and order numbers Compare and order Compare and order within 10 000. numbers within 100 000. numbers within 1000. Find the number which is 1, Find the number which is 1, Use the symbols ‘>’ and ‘<’ 10, 100 or 1000 more than (or 10, 100, 1000 or 10 000 more for comparison of numbers. less than) a given number than (or less than) a given Find the number which is 1, within 10 000. number within 100 000. 10 or 100 more than (or less Identify odd and even Read a number line. than) a given number within numbers. 1000. Name a position using an Round a whole number to Read whole numbers within ordinal number from 1st to the nearest ten or hundred. 1000 on a number line. 100th. List all factors of a whole Name a position using an Identify and use the pattern number up to 100. ordinal number from 1st to of naming ordinal numbers 20th. from 1st to 100th. Find out if a 1-digit whole Identify and use the pattern Identify the position of an number is a factor of a given of naming ordinal numbers object from a given point of whole number. from 1st to 20th. reference. Differentiate prime numbers from composite numbers. Use prime factorization to write a given number as a product of its prime factors List the multiples of a whole Observe and apply the number up to 10. identity, commutative and Relate factors and multiples. associative properties of Associate the terms ‘sum’ Find out if a whole number is addition. and ‘difference’ with a multiple of a given whole Add or subtract within 1000. addition and subtraction number. respectively. Identify multiples of 2, 5 Use a part-whole bar model Add or subtract within 10 000. and 10. or a comparison bar model Estimate an answer in to represent an addition or Use a part-whole bar model addition or subtraction. subtraction situation. or a comparison bar model Solve up to 2-step word to represent an addition or Check reasonableness of problems involving addition subtraction situation. an answer in addition or and subtraction. Solve up to 2-step word subtraction. Find the missing part in an problems involving addition addition sentence. and subtraction. Mentally add two 2-digit whole numbers with regrouping. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T23
Year/Grade 2 Year/Grade 3 Year/Grade 4 NUMBERS AND NUMBER SENSE (continued) Addition / Subtraction ScholasticFind the missing part orMentally subtract: (continued) whole in a subtraction - a 2-digit whole number Multiplication / sentence. Division from another 2-digit whole Mentally add: number with regrouping - a 1-digit whole number to - a 2-digit or 3-digit whole number from hundreds Observe the associative a 2-digit whole number property of multiplication. with regrouping - two 2-digit whole numbers Apply the commutative without regrouping and associative properties - ones, tens or hundreds to a Multiply a number by 0 and 1. of multiplication in 3-digit whole number computation. - 9 8 or 99 to a number up to Count by sixes, sevens, eights Multiply or divide a 4-digit 3 digits and nines. whole number by a 1-digit whole number. Mentally subtract: Observe the commutative Multiply or divide a whole - a 1-digit whole number and distributive properties of number up to 4 digits by 10. multiplication. from a 2-digit whole Build up the multiplication Multiply a whole number up number with regrouping tables of 6, 7, 8 and 9 and to 3 digits by a 2-digit whole - a 2-digit whole number commit the multiplication number. from another 2-digit whole facts to memory. number without regrouping Multiply or divide numbers Multiply a whole number up - ones, tens or hundreds from within the multiplication to 4 digits by tens. a 3-digit whole number tables of 6, 7, 8 and 9. Estimate an answer in - 98 or 99 from a 3-digit multiplication or division. whole number Find the missing number in Check reasonableness of an a multiplication or division answer in multiplication or Recognize equal groups sentence. division. and find the total number in Associate the term ‘product’ Solve up to 3-step word the groups using repeated with multiplication. problems involving addition. multiplication and division. Associate the terms Mentally multiply up to a Illustrate the meaning ‘quotient’ and 2-digit whole number by a of division as repeated ‘remainder’with division. 2-digit whole number. subtraction. Multiply or divide a whole Mentally divide up to a number up to 3 digits by a 3-digit whole number by a Use equal jumps on a 1-digit number. 1-digit whole number. number line to illustrate Use a part-whole bar model multiplication or division. or a comparison bar model to represent a multiplication Use mathematical language or division situation. such as ‘4 threes’ and ‘2 Solve up to 2-step word groups of 5’ to describe problems involving equal groups. multiplication and division. Use manipulatives to illustrate the meaning of multiplication and the sharing and grouping concepts of division. Make a number story for a given multiplication sentence. Write a number sentence for a given situation involving multiplication or division. Work out a multiplication fact within 40 by repeated addition. Solve a 1-step picture problem involving multiplication or division. Write a family of four multiplication facts and division facts. Count by twos, threes, fours, fives and tens. T24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Year/Grade 2 Year/Grade 3 Year/Grade 4 NUMBERS AND NUMBER SENSE (continued) Multiplication / Write an addition double as Mentally multiply: Division (continued) a multiplication fact. - tens or hundreds by a Observe the commutative 1-digit whole number and distributive properties of - a 2-digit whole number by multiplication. a 1-digit whole number Build up the multiplication without regrouping with tables of 2, 3, 4, 5 and product up to 100 10 and commit the multiplication facts to Mentally divide: memory. - tens or hundreds by a Use a related multiplication fact to divide. 1-digit whole number - a 2-digit number by a 1-digit whole number without remainder Multiply or divide numbersScholastic within the multiplication tables of 2, 3, 4, 5 and 10. Find the missing number in a multiplication or division sentence. Fractions / Concepts Identify the numerator and Write the sum of a whole Use a part-whole bar model denominator of a fraction. number and a proper to represent a multiplication fraction as a mixed number. or division situation. Compare and order fractions Read a number line which have a common involving fractions and Solve a 1-step word problem numerator. mixed numbers. involving multiplication Recognize and name Interpret an improper or division using the equivalent fractions of fraction as a multiple of a multiplication tables of 2, 3, a given fraction with unit fraction. 4, 5 and 10. denominator up to 12. Write a whole number or Express a fraction in its a mixed number as an Solve a 2-step word problem simplest form. improper fraction, and involving multiplication or vice versa. division and addition or subtraction. Recognize and name a unit fraction up to 112. Recognize and name a fraction of a whole which is divided into equal parts. Find the fraction that must be added to a given fraction to make a whole. Compare and order unit fractions. Compare and order like, related and unlike fractions, including comparing fractions with respect to 1 . 2 © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T25
Year/Grade 2 Year/Grade 3 Year/Grade 4 NUMBERS AND NUMBER SENSE (continued) Add two or three like or related fractions with a sum Fractions / Add or subtract like and more than 1 whole. Arithmetic Operations related fractions within 1 whole. Subtract one or two fractions from a whole number. Solve a 1-step word problem involving fractions. Understand a fraction of a group of objects. Find the value of a fractional part of a quantity. Multiply a fraction and a whole number. Express a part of a quantity as a fraction. Decimals Scholastic Convert a measurement of length, mass, volume of liquid or time from a larger unit of measure involving a fraction or a mixed number to a smaller unit. Convert a measurement of length, mass, volume of liquid or time from a larger unit of measure involving a mixed number to compound units. Express a measurement of length, mass, volume of liquid or time in the smaller unit as a fraction of a measurement in the larger unit. Solve up to 2-step word problems involving fractions. Read and write a decimal up to 3 decimal places. Express a fraction or mixed number whose denominator is a factor of 10, 100 or 1000 as a decimal. Interpret a decimal up to 3 decimal places in terms of ones, tenths, hundredths and thousandths. Identify the values of digits in a decimal up to 3 decimal places. Express a decimal up to 3 decimal places as a fraction or mixed number in its simplest form. Read a number line involving decimals. Find the number which is 0.1, 0.01 or 0.001 more than (or less than) a given number. Compare and order decimals up to 3 decimal places. Compare and order whole numbers, decimals and fractions. T26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Year/Grade 2 Year/Grade 3 Year/Grade 4 NUMBERS AND NUMBER SENSE (continued) Round a decimal to the nearest whole number or to Decimals (continued) 1 decimal place. Add or subtract decimals up to 2 decimal places. Multiply or divide decimals up to 2 decimal places by a 1-digit whole number. Divide a whole number by a 1-digit whole number and give the quotient as a decimal. Estimate an answer in addition, subtraction, multiplication or division involving decimals. Check reasonableness of an answer in addition, subtraction, multiplication or division involving decimals. Solve up to 2-step word problems involving decimals. MEASUREMENT Scholastic Length Understand the need Understand that a kilometer Convert a measurement of for standardized units of is greater than a meter and length from a larger unit of measure of length. that a millimeter is smaller measure involving a fraction than a centimeter. or a mixed number to a Understand that a meter is smaller unit. greater than a centimeter. Measure and compare Convert a measurement of lengths in kilometers, meters, length from a larger unit of Perimeter / Area Estimate and measure centimeters and millimeters. measure involving a mixed length in meters or number to compound units. centimeters. Convert a measurement of Express a measurement of length from compound units length in the smaller unit as Compare lengths in meters to a smaller unit, and vice a fraction of a measurement or centimeters. versa. in the larger unit. Add or subtract lengths in Multiply or divide a Choose an appropriate unit compound units. measurement of length in of measure when measuring compound units. lengths. Solve up to 2-step word Solve up to 2-step word Measure the length of a line problems involving length. problems involving length in segment in centimeters. compound units. Draw a line segment of a given length. Solve up to 2-step word problems involving length. Estimate and measure area Find the perimeter of a figure in non-standard units. made up of 1-centimeter or 1-meter squares. Compare the areas of figures made up of unit squares and Measure the perimeter of a half squares. figure. Visualize the sizes of 1 square centimeter and 1 square Compare the areas and meter. perimeters of figures made up of 1-centimeter or Find the area of a figure 1-meter squares. made up of 1-centimeter or 1-meter squares and half- Find the perimeter of a squares. rectilinear figure given the lengths of all its sides. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T27
Year/Grade 2 Year/Grade 3 Year/Grade 4 MEASUREMENT (continued) Perimeter / Area Compare the areas of figures Find the area and perimeter (continued) made up of 1-centimeter or of a square given the length 1-meter squares. of one side. Find the area and perimeter of a rectangle given its length and breadth. Convert a measurement in square centimeters to square meters and vice versa. Find one side of a rectangle given the other side and its area or perimeter. Volume Scholastic Find the length of one side of a square given its area or perimeter. Find the area and perimeter of a figure made up of Understand the concept of squares and/or rectangles. volume. Solve word problems Compare volumes of liquid involving area and in two or more containers in perimeter of figures made non-standard units. up of squares and/or rectangles. Measure a volume of liquid in liters and milliliters. Convert a measurement of volume of liquid from a larger Compare volumes of liquid in unit of measure involving a liters and milliliters. fraction or a mixed number to a smaller unit. Tell the difference between volume and capacity. Convert a measurement of volume of liquid from Compare capacities of two a larger unit of measure or more containers. involving a mixed number to Convert liters and milliliters to compound units. milliliters, and vice versa. Add or subtract volumes in Express a measurement liters and milliliters. of volume of liquid in the Solve up to 2-step word smaller unit as a fraction problems involving volume of a measurement in the and capacity. larger unit. Multiply or divide a measurement of volume of liquid in compound units. Solve up to 2-step word problems involving volume of liquid in compound units. T28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Year/Grade 2 Year/Grade 3 Year/Grade 4 MEASUREMENT (continued) Mass Understand the need Measure mass in kilograms Convert a measurement of for standardized units of and grams. mass from a larger unit of measure of mass. measure involving a fraction Convert kilograms and grams or a mixed number to a Measure mass in kilograms into grams, and vice versa. smaller unit. or grams. Compare masses in kilograms Convert a measurement of Compare masses in and grams. mass from a larger unit of kilograms or grams. measure involving a mixed Add or subtract masses in number to compound units. Solve up to 2-step word kilograms and grams. problems involving mass. Express a measurement of Solve up to 2-step word mass in the smaller unit as a problems involving mass. fraction of a measurement in the larger unit. Time: Calendar Know the number of days in Express years and months in Time: Clock a month and in a year. months, and vice versa. Multiply or divide a Understand the relationship Express months and days in measurement of mass in between 1 hour, 1 day, 1 days, and vice versa. compound units. week, 1 month and 1 year. Solve up to 2-step word problems involving mass in compound units. Scholastic Express years and days in days, and vice versa. Tell and write time to 5 minutes. Express weeks and days in days, and vice versa. Use a.m. and p.m. in telling Express months and weeks in time. weeks, and vice versa. Express years and weeks in Relate time to events of a weeks, and vice versa. day. Express days and hours in hours, and vice versa. Find the duration of a time Tell and write time to 1 Convert a measurement of interval in days, hours or minute. time from a larger unit of minutes. measure involving a fraction Develop a sense of the Find the duration of a time or a mixed number to a duration of daily activities. interval in hours and minutes. smaller unit. Solve word problems Convert a measurement of involving time. Convert hours and minutes to time from a larger unit of minutes, and vice versa. measure involving a mixed number to compound units. Add or subtract in hours and Express a measurement of minutes. time in the smaller unit as a fraction of a measurement in the larger unit. Tell time to the second. Solve word problems Find the duration of a time involving time. interval. Convert minutes and seconds to seconds, and vice versa. Tell time using the 24-hour clock notation. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T29
Year/Grade 2 Year/Grade 3 Year/Grade 4 MEASUREMENT (continued) Time: Clock Calculate time in different (continued) world time zones in relation Money to the Philippines. Convert time between the Scholastic 12-hour and 24-hour clock notations. Solve word problems involving time in the 24-hour Recognize and name the Recognize and name the clock notation. two-hundred-peso and five- thousand-peso bill. Solve word problems hundred-peso bills. involving world time zones in Count and tell the amount Count and tell the amount of relation to the Philippines. of money in a group of bills money in a group of bills. and coins up to ₱1000. Read and write an amount Exchange money. of money in decimal notation. Compare amounts of money Change pesos and in pesos and centavos. centavos to centavos, and vice versa. Add or subtract amounts Compare amounts of of money in pesos and money in pesos and centavos. centavos. Solve up to 2-step word Exchange money. problems involving money. Make ₱1. Give change for a purchase paid with ₱1. Solve a 1-step word problem involving money. GEOMETRY Plane Shapes Identify a semicircle and a Understand the properties of quarter circle. squares and rectangles. Use properties of squares Identify and name basic and rectangles to find shapes that make up a new unknown angle measures. shape. Use properties of squares and rectangles to find Fit cutouts of shapes unknown lengths. together to make a new Identify a symmetric figure. shape. Cut out a symmetric figure Copy a figure on a dot grid from a piece of folded or square grid. paper. Continue a pattern of plane Determine whether a line shapes according to one is a line of symmetry of a or two of these attributes: figure. shape, size, color and Complete a symmetric orientation. figure with respect to a given horizontal or vertical line of symmetry. Make a symmetric pattern. T30 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Year/Grade 2 Year/Grade 3 Year/Grade 4 GEOMETRY (continued) Solid Shapes Identify the flat and curved Line Segments surfaces of a solid object in the shape of a cube, cuboid, cone, cylinder or sphere. Identify and draw line Identify and draw Identify the faces, edges segments that intersect. intersecting line segments and vertices of a solid that are perpendicular. object in the shape of Identify perpendicular and a cube, cuboid, cone, parallel line segments. Draw perpendicular and cylinder or sphere. Draw perpendicular and parallel line segments. parallel line segments on a Use solid shapes to form square grid. different solid figures. Identify horizontal and vertical line segments. Continue a pattern of solid Identify and draw congruent shapes according to one line segments. or two of these attributes: Understand the terms ‘point’, shape, size, color and ‘line’, ‘line segment’, ‘ray’ orientation. and ‘angle’. Identify a line segment and Compare sizes of angles. a curve. Identify angles on an object. Identify angles in a shape. Scholastic Identify right angles. Tell whether a given angle is equal to, smaller than or bigger than a right angle. Angles Use notations such as ∠ABC and ∠x. Recognize that the measure of a right angle is 90°. Estimate and measure the size of an angle in degrees. Draw an angle. Relate turns to right angles. Relate wa it41h-t1u8r0n°,waith43 90°, a 1 -turn 2 -turn with 270° and a complete turn with 360°. Tell direction in relation to the 8-point compass. Read a simple map. Understand the properties of squares and rectangles. Use properties of squares and rectangles to find unknown angle measures. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6953-2 T31
Year/Grade 2 Year/Grade 3 Year/Grade 4 STATISTICS AND PROBABILITY Complete a bar graph with given data. Tally Charts Collect data and record in a Read and interpret a block Solve problems using data Graphs tally chart. graph. presented in a bar graph. Read and interpret a bar Make a line graph. Make a picture graph with graph. scale. Solve problems using data Read, interpret and present presented in a bar graph. data in a line graph. Read and interpret a picture Solve problems using data graph with scale. presented in a line graph. Compare a bar graph and Solve problems using data a line graph to understand presented in a picture the properties and uses of graph. each type of graph. Solve problems using data presented in a line graph. Compare a bar graph and a line graph to understand the properties and uses of each type of graph. Present data in a table. Read and interpret a table. Collect and present data Solve problems using data using a table. presented in a table. Tables Scholastic Probability Tell whether something is Tell whether something is Record favorable outcomes likely, equally likely or unlikely sure, likely, equally likely, in a simple experiment. to happen. unlikely or impossible to happen. Express the outcomes in Describe real-life situations an experiment in words, using 'likely', 'equally likely' Describe real-life situations symbols, tables or graphs. and 'unlikely'. using 'sure', 'likely', 'equally likely', 'unlikely' and Explain the outcomes in an 'impossible'. experiment. Solve and create problems involving a simple experiment. PATTERNS AND ALGEBRA Patterns Determine the missing Determine the missing term(s) Determine the missing term(s) in a given continuous in a given combination of term(s) in a sequence of pattern made up of letters continuous and repeating numbers. and numbers. pattern. T32 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Chapter 1: Numbers 0 to 10 000 Strand: Numbers and Number Sense Total Duration: 6 h 10 min Scheme of Work SVocabulary Blended Learning Program Print-based Program Lesson Learning Outcomes Materials Resources Materials Resources Let’s • Read and write a 3-digit chol• Base ten blocks • CB pp. 7–8 • 1 copy of Let’s Remember number in hundreds, tens a• Place value cards Remember Worksheet (40 min) stic• Place value discs and ones (WS1.1) per student • Use the symbols ‘>’ and ‘<’ to compare numbers within 1000 • Find a number which is 1, 10 or 100 more than (or less than) a given number within 1000 Lesson 1: Thousands, Hundreds, Tens and Ones 4h • CWB pp. 1–3 Reading • Read and write a number • CB pp. 9–11 • Base ten blocks and writing within 10 000 — the numeral • PB pp. 7–9 • Place value cards numbers • CWB pp. 1–3 • Place value discs and the corresponding number word • Write a 4-digit number in terms of thousands, hundreds, tens and ones Identifying • Identify the value of each • value • Place value cards • CB pp. 12–13 • Place value cards • CWB pp. 4–5 values of digit in a 4-digit number • PB pp. 10–11 digits • CWB pp. 4–5 Comparing • Compare two 4-digit numbers • Magnetic counters • CB pp. 13–14 • Magnetic counters • CWB p. 6 two • CWB p. 6 numbers Comparing • Compare and order three • CB pp. 15–17 • CWB pp. 7–8 • PB pp. 12–13 three 4-digit numbers • CWB pp. 7–8 numbers © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Blended Learning Program Print-based Program Lesson Learning Outcomes Vocabulary Materials Resources Materials Resources Lesson 2: Number Patterns 1 h 30 min Finding • Find a number which is 1, 10, S • CB pp. 19–21• Magnetic counters• CB pp. 18–19 • Magnetic counters • CWB p. 9 ‘more than’ 100 or 1000 more than (or less • PB pp. 14–16• CWB p. 9 and ‘less cholastic• CWB pp. 10–11 than’ than) a given number within 10 000 Number • Complete a number pattern • CWB pp. 10–11 patterns © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Chapter 1 Scholastic Learn Numbers 0 to 10 000 Reading and writing numbers (CWB pp. 1–2) Chapter Overview Let’s Remember Learning Outcomes: Lesson 1: Thousands, Hundreds, Tens and Ones •• Read and write a number within 10 000 — the Lesson 2: Number Patterns numeral and the corresponding number word •• Write a 4-digit number in terms of thousands, Note for Teachers hundreds, tens and ones In this chapter, students will use place value cards to help them interpret, read and write 4-digit numbers in Materials: thousands, hundreds, tens and ones. They will learn to •• Base ten blocks identify the place value of each digit in 4-digit •• Place value cards numbers and express the number in standard, word •• Place value discs and expanded forms. Students are expected to be able to compare and order up to four 4-digit numbers. (a) They also learn to identify and complete number Stage: Concrete Experience patterns. These concepts are necessary when they Using base ten blocks to represent numbers helps learn how to operate with numbers within 10 000 in students understand how a number is broken down later chapters. into thousands, hundreds, tens and ones. This will help students to read and write numbers in numerals and Recall Prior Knowledge number words correctly. Blended Learning Program –– Show students 10 unit cubes and join them together to make a ten-rod. Get students to From PR1ME Mathematics Interactive Edition: recall that a ten-rod represents 1 ten and that Let’s Remember (CB pp. 7–8) 1 ten is the same as 10 ones. Assign the tasks to students as classwork to identify gaps in students’ understanding. Use the objectives –– Show students 10 ten-rods and join them and chapter references given for each task in the together to make a hundred-square. Get corresponding lesson notes to address remediation students to recall that a hundred-square needs. represents 1 hundred and that 1 hundred is the same as 10 tens. Distribute a copy of Let’s Remember Worksheet (WS1.1) to each student. Have students attempt –– Show students 10 hundred-squares. Count on in the worksheet to help them recall these previously hundreds from 100 to 1000 as you connect the acquired related knowledge: 10 hundred-squares to form a thousand-block. Get students to recall that a thousand-block is •• Read and write a 3-digit number in hundreds, used to represent 1 thousand and that 1 thousand tens and ones (CWB 2A Chapter 1) is the same as 10 hundreds. •• Use the symbols ‘>’ and ‘<’ to compare –– Use base ten blocks to represent the number numbers within 1000 (CWB 2A Chapter 1) 2354, guide students to see that there are 2 thousands, 3 hundreds, 5 tens and 4 ones •• Find a number which is 1, 10 or 100 more than in 2354. (or less than) a given number within 1000 (CWB 2A Chapter 1) Stage: Pictorial Representation In this stage, students will transit from the concrete For answers, go to CW Manual p. 155 experience to the pictorial representation by relating the concrete activity to place value cards. Place value Lesson 1: Thousands, Hundreds, Tens and Ones cards are useful tools to help students understand the place value of each digit in a number based on its Duration: 4 h position. Understanding place value will help students in learning to compare numbers, and to add, subtract, Blended Learning Program multiply and divide numbers in the later stages. From PR1ME Mathematics Interactive Edition: –– Distribute place value discs to each student. Let’s Learn (CB pp. 9–10) Explain to students that they can use place Go through the teaching examples with students for value discs to represent numbers. concept development. Use the detailed lesson plan given in the corresponding lesson notes to carry out –– Hold up a thousand-block and a thousand the teaching. disc, and explain to students that they represent the same value, that is, 1000. Have students hold up a thousand disc to check if they have understood. –– Similarly, using a hundred-square and a hundred disc, a ten-rod and a ten disc, and a unit cube and a one disc, explain to students that each pair represents the same value, that is, 100, 10 and 1, respectively. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 1 3
–– Stick 2 thousand discs, 3 hundred discs, 5 ten Scholastic –– Write ‘5000 + 700 + 10 + 8’ on the board. discs and 4 one discs on the board. Guide –– Explain to students that this is the expanded students to count on from 1000 to find the value the discs represent — 1000, 2000, 2100, form of 5718. 2200, 2300, 2310, 2320, 2330, 2340, 2350, 2351, –– Reiterate to students that the number 5718 2352, 2353, 2354. has 5 thousands, 7 hundreds, 1 ten and 8 ones. –– Stick the place value cards ‘2000’, ‘300’, ‘50’ Guide students to write the number word as and ‘4’ on the board next to the appropriate ‘five thousand, seven hundred and eighteen’. place value discs. Guide students to see that Highlight the use of the word ‘and’ and the the two thousand discs are represented by the absence of the hyphen. place value card ‘2000’, the three hundred discs are represented by the place value card Blended Learning Program ‘300’ and so on. From PR1ME Mathematics Interactive Edition: –– Overlap the place value cards to show 2354 Let’s Do (CB p. 11) (as done on CWB p. 1) and explain to students Assign the tasks to students as classwork for formative that 2000, 300, 50 and 4 make 2354. assessment. Use the corresponding lesson notes to identify the objectives of each task and address Stage: Abstract Representation remediation needs. In this stage, students learn to read and write a number systematically as they transit from the pictorial Exercise 1 (PB pp. 7–9) representation to the abstract representation. Assign the tasks to students as classwork for further formative assessment. Use the corresponding lesson –– Write ‘2000 + 300 + 50 + 4’ on the board. notes to identify the objectives of each task and Explain to students that this is the expanded address remediation needs. form of 2354. From PR1ME Mathematics Coursework Book: –– Reiterate to students that the number 2354 Coursework Book Practice 1 (CWB pp. 2–3) has 2 thousands, 3 hundreds, 5 tens and 4 ones. Assign all tasks to students as homework. Use the Guide students to write the number word as following notes to identify the skills needed for each ‘two thousand, three hundred and fifty-four’. task and address remediation needs. Highlight the use of the word ‘and’ and the hyphen in the number word. Practice 1 (CWB pp. 2–3) (b) Class practice (For Print-based Program): Stage: Pictorial Representation Students should be familiar with the concept of place Task 1 requires students to write a 4-digit number value using concrete objects such as base ten blocks represented by base ten blocks by counting in at this stage. They will now learn to read and write thousands, hundreds, tens and ones. numbers using pictorial representation in the form of place value discs and translate this to representation in Task 4 requires students to write a 4-digit number in a place value chart. The place value chart helps numerals, given the number word. students understand the place value of each digit in the number. Task 6 requires students to write the number word of a 4-digit number, given the numeral. –– Refer students to the place value discs on CWB p. 2. Draw a place value table on the Remediation board, and guide students to say how many Task 1: Ensure that students understand what the thousands, hundreds, tens and ones are shown thousand-block, hundred-square, ten-rod and unit with the place value discs. Fill in the number of cube look like and what they represent. Guide thousands, hundreds, tens and ones in the students to count the number of thousands, hundreds, corresponding columns on the place value tens and ones and then write the numeral. chart. Explain to students that 5 thousands, 7 hundreds, 1 ten and 8 ones make 5718. Task 4: Have students read the number word aloud. Guide them to write the number of thousands, –– Stick the place value cards 5000, 700, 10 and 8 hundreds, tens and ones in the number before writing on the board. Then, overlap the cards to show the numeral. ‘5718’. Task 6: Highlight to students that the number has Stage: Abstract Representation 8 thousands, 2 hundreds, 4 tens and 1 one. Then guide In this stage, students learn to read and write a number them to write the number word. in its expanded form as well as the number word. The transition from pictorial representation using place value discs and place value chart to abstract representation will help students write the expanded form and the number word correctly based on their understanding of the number of thousands, hundreds, tens and ones in the number. 4 Chapter 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Teaching tips –– Overlap the place value cards ‘4000’, ‘300’, Tasks 1 and 4 ‘50’ and ‘8’to show the number 4358 on the board. Then, show each place value card ¾¾ Get students to show the number using place separately and guide students to see that 4000, value discs and then count the number of 300, 50 and 8 make 4358. thousands, hundreds, tens and ones. This will help students to write the numeral correctly. –– Copy the place value chart on CWB p. 4 on the board. Explain to students that they can Task 6 write the number 4358 in a place value chart ¾¾ Highlight the placement of the word ‘and’ by writing the digit 4 in the thousands place to and the hyphen in the number word. represent 4000, the digit 3 in the hundreds place to represent 300, the digit 5 in the tens Independent practice (For Print-based Program): place to represent 50 and the digit 8 in the ones place to represent 8. Help students see Task 2 requires students to write each 4-digit number how the place value cards correspond to represented by base ten blocks by counting in each digit in the place value chart. thousands, hundreds, tens and ones. Stage: Abstract Representation Task 3 requires students to write each 4-digit number In this stage, students will be able to identify the value given its expanded form with the help of place of each digit in a number by looking at its position. value discs. –– Guide students to understand that the digit 8 Task 5 requires students to write each 4-digit number in stands for 8, the digit 5 stands for 50, the digit 3 numerals, given the number words. stands for 300 and the digit 4 stands for 4000. Task 7 requires students to write the number words of –– Have students look at the place value chart each 4-digit number, given the numeral. on the board and explain that they can identify the value of each digit or its place Task 8 requires students to complete each sequence value by looking at the columns. of 4-digit numbers by counting on in tens, hundreds or thousands. –– Explain to students that in 4358, the digit 8 is in the ones place, which means there are 8 ones, For answers, go to CW Manual p. 155. so its value is 8. Similarly, the digit 5 is in the tens place, which means there are 5 tens, so its value Blended Learning Program is 50. The digit 3 is in the hundreds place, which means there are 3 hundreds, so its value is 300. The digit 4 is in the thousands place, which means there are 4 thousands, so its value is 4000. Scholastic From PR1ME Mathematics Interactive Edition: Blended Learning Program Let’s Learn (CB p. 12) Go through the teaching examples with students for From PR1ME Mathematics Interactive Edition: concept development. Use the detailed lesson plan Let’s Do (CB p. 13) given in the corresponding lesson notes to carry out Assign the tasks to students as classwork for formative the teaching. assessment. Use the corresponding lesson notes to identify the objectives of each task and address Learn remediation needs. Identifying values of digits (CWB p. 4) Exercise 2 (PB pp. 10–11) Learning Outcome: Assign the tasks to students as classwork for further •• Identify the value of each digit in a 4-digit formative assessment. Use the corresponding lesson number notes to identify the objectives of each task and address remediation needs. Materials: •• Place value cards From PR1ME Mathematics Coursework Book: Coursework Book Practice 2 (CWB pp. 4–5) Vocabulary: Assign all tasks to students as homework. Use the •• value following notes to identify the skills needed for each task and address remediation needs. Stage: Pictorial Representation In this stage, we help students understand the value of Practice 2 (CWB pp. 4–5) a digit in a number by using place value cards. Overlapping the place value cards shows the number, Class practice (For Print-based Program): while separating them shows the value of each digit in the number. This pictorial representation will help Task 1 requires students to identify and write the value students understand the value of each digit in a of each digit in a 4-digit number. number, and also helps them to transit easily to telling the value of a digit using a place value table. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 1 5
Task 3 requires students to identify the values of digits –– Copy the place value chart shown on and place values in a 4-digit number given the place CWB p. 6 on the board. Use magnetic value chart. counters to show the digit in each place of the two numbers. Explain to students that Remediation 4 counters in the thousands column represents Task 1(a): Use the place value cards ‘8000’, ‘600’, ‘10’ 4 thousands and so on. and ‘5’ and overlap them to show the number 8615. Then get students to identify what each digit stands for. –– Explain to students that to compare two numbers, we have to start by comparing the Task 1(b): Guide students to show the number 2907 digits in the greatest place, that is, the using place value cards. Then have them write what thousands place. each digit stands for. –– Guide students to see that in 4539, there are Task 3: Get students to read out the digit in each place 4 counters in the thousands place, and in 6274, and state its value. Then have them fill in the blanks. there are 6 counters in the thousands place. 6 is greater than 4. So, there is a greater Teaching tips number of thousands in 6274 than in 4539. Task 1 Stage: Abstract Representation ¾¾ Get students to read out the number in number Students learned to use the ‘greater than’ symbol to word form. This will help them in identifying compare two numbers in Grade 2. In this stage, they the thousands, hundreds, tens and ones in the will use symbols to compare two 4-digit numbers. number, and then proceed to write what each digit stands for. –– Refer students to the first digit in each of the numbers, 4539 and 6274. Guide them to see Task 3 that the first digit represents the thousands by ¾¾ Ensure that students understand the letters ‘O’, relating it to the place value chart on the ‘T’, ‘H’ and ‘Th’ represent the ones, tens, board. Conclude that 6 thousands is greater hundreds and thousands place. than 4 thousands. Independent practice (For Print-based Program): –– Explain to students that since 6 thousands is greater than 4 thousands, there is no need to Task 2 requires students to complete the expanded compare the hundreds, tens and ones place form of each number. of the two numbers. Task 4 requires students to identify the values of digits –– On the board, write ‘6274 > 4539’. Reiterate to and place values in each 4-digit number. students that we use the symbol ‘>’ to show ‘greater than’. Scholastic Task 5 requires students to identify the value of a digit in (b) each 4-digit number. Stage: Abstract Representation For answers, go to CW Manual p. 155. In this stage, students will learn to compare two 4-digit numbers using a place value chart. This allows them to Blended Learning Program easily compare the digits in each place of the two numbers. Students will then use the ‘smaller than’ symbol to compare the two numbers. From PR1ME Mathematics Interactive Edition: –– Copy the place value chart shown on CWB p. 6 Let’s Learn (CB pp. 13–14) on the board. Reiterate to students that they Go through the teaching examples with students for should start comparing the numbers by looking concept development. Use the detailed lesson plan at the digits in the greatest place, that is the given in the corresponding lesson notes to carry out thousands place. the teaching. –– Using the same teaching procedure as shown Learn in (a), guide students to see that since both Comparing two numbers (CWB p. 6) numbers have the digit 8 in the thousands place, they cannot tell which number is greater Learning Outcome: by looking at the thousands place alone. •• Compare two 4-digit numbers So, they have to look at the digit in the next greatest place, that is, the hundreds place. Materials: Since the digits in the hundreds place of both •• Magnetic counters the numbers are also the same, they have to look at the digits in the next greatest place, (a) that is, the tens place. Stage: Pictorial Representation In this stage, students will learn to compare two numbers –– Have students read out the digit in the tens using a place value chart. This allows students to easily place of each of the two numbers, and compare the digits in each place of the two numbers. conclude that 1 ten is smaller than 7 tens. 6 Chapter 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
–– Explain to students that since 1 ten is smaller –– Finally, guide students to arrange the numbers than 7 tens, they need not go on to compare in order from the smallest to the greatest: the digits in the ones place. Conclude that 3614, 5327, 5351. 8418 is smaller than 8475. –– Point out that they can also order the numbers –– On the board, write ‘ 8418 < 8475’. Reiterate from the greatest to the smallest: to students that we use the symbol ‘<’ to show 5351, 5327, 3614. ‘smaller than’. Blended Learning Program Blended Learning Program From PR1ME Mathematics Interactive Edition: From PR1ME Mathematics Interactive Edition: Let’s Do (CB pp. 15–16) Let’s Do (CB p. 14) Assign the tasks to students as classwork for formative Assign the tasks to students as classwork for formative assessment. Use the corresponding lesson notes to assessment. Use the corresponding lesson notes to identify the objectives of each task and address identify the objectives of each task and address remediation needs. remediation needs. Exercise 3 (PB pp. 12–13) Blended Learning Program Assign the tasks to students as classwork for further formative assessment. Use the corresponding lesson From PR1ME Mathematics Interactive Edition: notes to identify the objectives of each task and Let’s Learn (CB p. 15) address remediation needs. Go through the teaching examples with students for concept development. Use the detailed lesson plan From PR1ME Mathematics Coursework Book: given in the corresponding lesson notes to carry out Coursework Book Practice 3 (CWB p. 8) the teaching. Assign all tasks to students as homework. Use the following notes to identify the skills needed for each task and address remediation needs. Scholastic Learn Practice 3 (CWB p. 8) Comparing three numbers (CWB p. 7) Class practice (For Print-based Program): Learning Outcome: Task 1 requires students to compare two 4-digit •• Compare and order three 4-digit numbers numbers by comparing the digits in the thousands and hundreds places. Stage: Abstract Representation In this stage, students will compare and order three Task 4 requires students to compare three 4-digit numbers by comparing the digits in each place. numbers and identify the smallest and greatest Students should be familiar with the concept of numbers. comparing numbers, and should be able to make the comparison without concrete or pictorial aids. Remediation Task 1: Draw a place value chart on the board and –– Copy the place value chart shown on guide students to fill in each digit of the numbers into CWB p. 7 on the board without filling in the their respective place value column. Then compare numbers. the digits from the left to the right. Point out that since the first digit in both numbers are the same, students –– Have three students fill in the chart to show the have to compare the second digit, that is, the digit in numbers 5327, 3614 and 5351. the hundreds place. –– Explain to students that we use the same Task 4(a): Draw a place value chart on the board and method to compare three numbers as we did guide students to fill in each digit of the three numbers to compare two numbers. into their respective place value column. Point out to students that they only have to compare the digits in –– Have students look at the digits in the thousands the thousands place to identify the greatest and place of the three numbers. Guide students to smallest numbers. understand that since 3 thousands is smaller than 5 thousands, 3614 is the smallest number. Task 4(b): Point out to students that they can identify the smallest number by comparing the digits in the –– Explain to students that to find the greatest thousands place of the three numbers and concluding number, they have to then compare 5327 that 7 thousands is smaller than 9 thousands. Students and 5351. Point out to students that since the can then find the greatest number by comparing digits in the thousands place and the hundreds the digits in the hundreds place of the numbers 9853 place of the two numbers are the same, they and 9081. have to compare the digits in the tens place. –– Guide students to see that since 2 tens is smaller than 5 tens, 5327 is smaller than 5351, hence 5351 is the greatest number. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 1 7
Teaching tips Scholastic(a) Tasks 1 and 4 Stage: Pictorial Representation In Grade 2, students learned to find 1, 10 or 100 more ¾¾ Reiterate to students that they have to than or less than a given number using base ten blocks. compare the digits of the numbers from left to In this stage, they extend their knowledge to numbers right. Highlight that they only need to go on to involving thousands. Using counters allows students to compare the digits in the next place if the clearly see the number of thousands, hundreds, tens or digits in the greater place are the same. ones that are added to or removed from a number. In this example, using the place value chart and Independent practice (For Print-based Program): counters will help students recognize that to find 1000 more than a number, they have to add 1 thousand to Task 2 requires students to compare two 4-digit the thousands in the given number, that is, they have numbers by writing ‘greater than’ or ‘smaller than’. to increase the digit in the thousands place by 1. Task 3 requires students to compare two 4-digit –– Copy the place value chart shown on CWB p. 9 numbers using the symbols ‘>’ and ‘<’. on the board without showing the counters. Task 5 requires students to compare three 4-digit –– Have a student stick counters in the chart to numbers and identify the smallest and greatest represent the number 2453. numbers. –– Add 1 counter to the thousands column Task 6 requires students to compare and order 4-digit and guide students to understand that the numbers from the greatest to the smallest number. new number represented by the number of counters is 1 thousand more than 2453. Task 7 requires students to form the greatest and smallest 4-digit number using a given group of digits. Stage: Abstract Representation Allow students to transit from the pictorial to the For answers, go to CW Manual p. 155. abstract representation by guiding them to understand that finding 1000 more than a number is the same as Blended Learning Program adding 1 thousand to the number. From PR1ME Mathematics Interactive Edition: –– Guide students to understand that to find 1000 Practice 1 (CB pp. 16–17) more than 2453, we have to add 1 thousand Assign the tasks to students as classwork for summative to 2453. Explain to students that when we add assessment. Use the corresponding lesson notes to 1 thousand to 2 thousands, we get 3 thousands. identify the objectives of each task and address So, 1000 more than 2453 is 3453. remediation needs. –– Point out to students that finding 1000 more Lesson 2: Number Patterns than 2453 is the same as adding 1000 to 2453. Write ‘2453 + 1000 = 3453’ on the board. Duration: 1 h 30 min –– Highlight to students that the digits in the other Blended Learning Program places do not change. From PR1ME Mathematics Interactive Edition: (b) Let’s Learn (CB pp. 18–19) Stage: Pictorial Representation Go through the teaching examples with students for In this example, using the place value chart and concept development. Use the detailed lesson plan counters will help students recognize that to find 100 given in the corresponding lesson notes to carry out less than a number, they have to remove 1 hundred the teaching. from the number of hundreds in the given number, that is, they have to decrease the digit in the hundreds Learn place by 1. Finding ‘more than’ and ‘less than’ (CWB p. 9) –– Remove 1 counter from the thousands column Learning Outcome: from the setup to represent the number 2453 •• Find a number which is 1, 10, 100 or 1000 more again. than (or less than) a given number within 10 000 –– Then remove 1 counter from the hundreds Materials: column and guide students to understand that •• Magnetic counters the new number represented by the number of counters is 1 hundred less than 2453. 8 Chapter 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Stage: Abstract Representation Stage: Abstract Representation Allow students to transit from the pictorial to the Allow students to transit from the pictorial to the abstract representation by guiding them to understand abstract representation by guiding them to understand that finding 100 less than a number is the same as that finding 1 less than a number is the same as subtracting 1 hundred from the number. subtracting 1 one from the number. –– Guide students to understand that to find 100 –– Guide students to understand that to find 1 less than 2453, we have to remove 1 hundred less than 2453, we have to remove 1 one from from 2453. Explain to students that when we 2453. Explain to students that when we remove remove 1 hundred from 4 hundreds, we get 1 one from 3 ones, we get 2 ones. So, 1 less 3 hundreds. So, 100 less than 2453 is 2353. than 2453 is 2452. –– Point out to students that finding 100 less than –– Point out to students that finding 1 less than 2453 is the same as subtracting 100 from 2453. 2453 is the same as subtracting 1 from 2453. Write ‘2453 – 100 = 2353’ on the board. Write ‘2453 – 1 = 2452’ on the board. –– Highlight to students that the digits in the other –– Highlight to students that the digits in the other places do not change. places do not change. (c) Scholastic Blended Learning Program Stage: Pictorial Representation In this example, using the place value chart and From PR1ME Mathematics Interactive Edition: counters will help students recognize that to find 10 Let’s Do (CB p. 19) more than a number, they have to add 1 ten to the Assign the tasks to students as classwork for formative number of tens in the given number, that is, they have assessment. Use the corresponding lesson notes to to increase the digit in the tens place by 1. identify the objectives of each task and address remediation needs. –– Replace 1 counter from the hundreds column in the setup to represent the number 2453 Blended Learning Program again. From PR1ME Mathematics Interactive Edition: –– Then add 1 counter to the tens column Let’s Learn (CB pp. 19–20) and guide students to understand that the Go through the teaching examples with students for new number represented by the number of concept development. Use the detailed lesson plan counters is 1 ten more than 2453. given in the corresponding lesson notes to carry out the teaching. Stage: Abstract Representation Allow students to transit from the pictorial to the abstract representation by guiding them to understand that finding 10 more than a number is the same as adding 1 ten to the number. –– Guide students to understand that to find 10 Learn more than 2453, we have to add 1 ten to 2453. Explain to students that when we add 1 ten to Number patterns (CWB p. 10) 5 tens, we get 6 tens. So, 10 more than 2453 is 2463. Learning Outcome: •• Complete a number pattern –– Point out to students that finding 10 more than 2453 is the same as adding 10 to 2453. Write (a) ‘2453 + 10 = 2463’ on the board. Stage: Pictorial Representation In this stage, students will extend their knowledge of –– Highlight to students that the digits in the other finding 1, 10, 100 or 1000 more than or less than a given places do not change. number to identifying changes in a number pattern and to complete the number pattern. In this example, (d) place value cards will help students to identify Stage: Pictorial Representation changes in a number pattern easily where only the In this example, using the place value chart and digits in the tens place change. counters will help students recognize that to find 1 less than a number, they have to remove 1 one from the –– Refer students to the place value cards on number of ones in the given number, that is, they have CWB p. 10. Have a student write the three to decrease the digit in the ones place by 1. numbers ‘1238, 1248 and 1258’ represented by the place value cards on the board. –– Remove 1 counter from the tens column in the setup to represent the number 2453 again. –– Guide students to see that only the digits in the tens place are different in the three numbers. –– Then remove 1 counter from the ones column 10 more than 30 is 40, and 10 more than 40 is 50. and guide students to understand that the Guide students to conclude that 10 more than new number represented by the number of 1238 is 1248, and 10 more than 1248 is 1258. counters is 1 one less than 2453. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 1 9
Stage: Abstract Representation ScholasticFrom PR1ME Mathematics Coursework Book: In this stage, students learn to count on in steps of 10 to Coursework Book Practice 4 (CWB pp. 10–11) form a number pattern. Assign all tasks to students as homework. Use the following notes to identify the skills needed for each –– Point out to students that each number is task and address remediation needs. 10 more than the previous number. So, we can form a number pattern by counting on in steps Practice 4 (CWB pp. 10–11) of 10 from 1238. Class practice (for Print-based Program): –– Have students find the next two numbers in this number pattern. Task 1 requires students to find the number that is 1, 10, 100 or 1000 more than or less than a given number (b) within 10 000. Stage: Abstract Representation In this stage, students learn to count on in steps of 1000 Task 3 requires students to complete a number pattern by to form a number pattern. counting on or backwards in steps of 1, 10, 100 or 1000. –– Write the numbers 2090, 3090, 4090, 5090 and Remediation 6090 on the board. Task 1(a): Refer students to the place value chart in the thought bubble. Guide them to understand that to find –– Guide students to see that only the digits in the 10 more than 3508, they have to add 1 ten to 3508. thousands place are different in the numbers. Highlight to students that only the digit in the tens Then guide students to count on in steps of place changes. 1000 from 2090 to 6090 and conclude that each number is 1000 more than the previous Task 1(b): Guide students to understand that to find number. 100 less than 1423, they have to remove 1 hundred from 1423. Highlight to students that only the digit in the –– Highlight to students that since each number is hundreds place changes. 1000 more than the previous number, the rule of the number pattern is to add 1000. Task 1(c): Guide students to understand that to find –– Have students state the relationship between 1000 less than 7759, they have to remove 1 thousand each sequential pair of numbers in the pattern, from 7759. Highlight to students that only the digit in the for example, ‘3090 is 1000 more than 2090’. thousands place changes. (c) Task 1(d): Guide students to understand that to find Stage: Abstract Representation In this stage, students learn to count backwards in 1 less than 5674, they have to remove 1 one from 5674. steps of 100 to form a number pattern. Highlight to students that only the digit in the ones place changes. –– Write the numbers 5816, 5716, 5616, 5516 and 5416 on the board. Task 1(e): Guide students to understand that to find –– Guide students to see that only the digits in the 1000 more than 3087, they have to add 1 thousand to hundreds place are different in the numbers. 3087. Highlight to students that only the digit in the Then guide students to count backwards in thousands place changes. steps of 100 from 5816 to 5416 and conclude that each number is 100 less than the previous Task 1(f): Guide students to compare each digit of the number. two numbers and recognize that only the digits in the ones place are different. –– Highlight to students that since each number is 100 less than the previous number, the rule of Task 1(g): Guide students to compare each digit of the the number pattern is to subtract 100. two numbers and recognize that only the digits in the hundreds place are different. –– Have students state the relationship between each sequential pair of numbers in the pattern, Task 1(h): Guide students to compare each digit of the for example, ‘5716 is 100 less than 5816’. two numbers and recognize that only the digits in the thousands place are different. Blended Learning Program Task 3(a): Guide students to compare each digit of the From PR1ME Mathematics Interactive Edition: numbers and recognize that only the digits in the Let’s Do (CB p. 20) hundreds place are different, and that each number is Assign the tasks to students as classwork for formative greater than the number before it, hence they have to assessment. Use the corresponding lesson notes to add 100 to find the next number in the pattern. identify the objectives of each task and address remediation needs. Task 3(b): Guide students to compare each digit of the numbers and recognize that only the digits in the tens Exercise 4 (PB pp. 14–16) place are different, and that each number is smaller Assign the tasks to students as classwork for further than the number before it, hence they have to formative assessment. Use the corresponding lesson subtract 10 to find the next number in the pattern. notes to identify the objectives of each task and address remediation needs. 10 Chapter 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2
Teaching tips Scholastic Task 1 ¾¾ Point out to students that when finding 1 more than or 1 less than a number, only the digit in the ones place of the number will change. Similarly, when finding 10 more than or 10 less than a number, only the digit in the tens place of the number will change and so on. Task 3 ¾¾ Highlight to students that they have to first determine the place in which the digits are different in the numbers – ones, tens, hundreds or thousands. Then identify if the numbers are increasing or decreasing to determine the rule of the number pattern. Independent practice (For Print-based Program): Task 2 requires students to find the number that is 1, 10, 100 or 1000 more than or less than a given number within 10 000. Task 4 requires students to complete a number pattern by counting on or backwards in steps of 1, 10, 100 or 1000. For answers, go to CW Manual p. 155. Blended Learning Program From PR1ME Mathematics Interactive Edition: Practice 2 (CB p. 21) Assign the tasks to students as classwork for summative assessment. Use the corresponding lesson notes to identify the objectives of each task and address remediation needs. Reiterate the following points: –– We express numbers within 10 000 in thousands, hundreds, tens and ones. –– We can compare and order numbers using place values. –– We can complete number patterns by counting on and backwards in steps of 1, 10, 100 or 1000. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 1 11
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